Period 1
Teaching aims:
1. Ss can be confident in English studying.
2. Enable the Ss to listen, read, say and write the new words: pictures, good idea, watch a film.
3. Enable the Ss to be familiar with the sentence pattern: I like doing sth. I’m good at…
Teaching emphasis:
Enable the Ss to listen, read, say and write the new words.
Teaching difficulties:
Enable the Ss to be familiar with the sentence pattern: I like doing sth. I’m good at…
Teaching tools:
Tape, pictures
Teaching methods:
Task teaching method, Audio-linguistic method.
Teaching steps:
Step 1 Warming up
1. Greetings.
2. Make a conversation with the Ss.
3. Play a game--- Doing and say.
Eg: swimming, running…
I like swimming. I’m good at swimming.
Step 2 Presentation and drill
1. Show a picture and learn the word: picture
The Ss read after the T: picture.
T: Can you spell the word “ picture”, please?
T: I like drawing. I’m good at drawing.
Show some pictures, and learn the word.
2. Learn the other words in the similar way.
3. Read together.
4. Little teacher.
Step 3 Practice
1. T: I don’t like running. I like swimming. I’m good at swimming.
S1: I don’t like swimming. I like skating. I’m good at skating.
…
2. The Ss act and say.
3. Pair-work.
4. Act it out.
Step 4 Consolidation
1.Evaluation.
2.Do Ex.
3.Homework. Copy the new words.
Design of the blackboard:
Unit 1 You are good at drawing, Peter.
pictures good idea watch a film
I don’t like running.
I like swimming.
I’m good at swimming.
Unit 1 You are good at drawing, Peter.
Period 2
Teaching aims:
1 .Ss can get fun from English studying.
2 .Enable the Ss to listen, read and say the dialogue.
3. Enable the Ss to master the sentence pattern: like doing sth, don’t like doing sth. Be good at doing…
Teaching emphasis:
Enable the Ss to listen, read and say the dialogue.
Teaching difficulties:
Enable the Ss to master the sentence pattern:
like doing sth,
don’t like doing sth.
Be good at doing…
Teaching tools:
Tape, pictures, computer.
Teaching methods:
Task teaching method, Audio-linguistic method.
Teaching steps:
Step 1 Warming up
1. Greetings.
2. Act and say.
T: I don’t like running. I like swimming. I’m good at swimming.
S1: I don’t like swimming. I like skating. I’m good at skating.
…
Step 2 Presentation and drill
1.Ask and answer:
T: What do you like doing, Peter?
Peter: I like reading. I don’t like singing.
2. Listen to the tape and answer the questions in complete sentences.
What is Anne good at?
What does Mingming like doing?
What does Peter like doing?
What do all the kids like?
3. Explain the difficulties.
Step 3 Practice
1. Listen to the tape and repeat.
2. Read after T.
3. Read together.
4. Pair-work.
5. Little teacher.
Step 4 Consolidation
1.Evaluation.
2.Do Ex.
3.Homework.
Design of the blackboard:
Unit 1 You are good at drawing, Peter.
What do you like doing, Peter?
I like reading.
I don’t like singing.
I’m good at swimming.
Unit 1 You are good at drawing, Peter.
Period 3
Teaching aims:
1.Enable the to Ss talk about themselves happily.
2.Enable the Ss to make sentences about themselves;
3. Educate the Ss to finish the Ex.
Teaching emphasis:
Enable the Ss to talk about themselves.
Teaching difficulties:
Enable the Ss to finish the Ex.
Teaching tools:
Tape, computer.
Teaching method:
Task teaching method, Audio-linguistic method.
Teaching steps:
Step 1 Warming up
1. Greetings.
2. Read Part A together.
Step 2 Presentation and drill
1. T: Now please finish Part D: Talk about ourselves.
2. Check the answer.
3. Ask two Ss to retell the story.
Step 3 Practice
1. Class work. Look at the pictures, describe what each person is doing.
2. What are they doing? Write sentences about 5 of the above pictures. Write the number of the picture in each box.
3. Let’s sing.
4. Let’s find out and write. The children are going to the cinema to watch a film. Draw lines to show how they go to the cinema. Write sentences to show how they go there.
Step 4 Consolidation
1.Do Ex. Workbook Unit 1.
2.Evaluation.
3.Homework. Revise Unit 1.
Design of the blackboard:
Unit 1 You are good at drawing, Peter.
I like reading.
I don’t like singing.
I’m good at swimming.
I’m not good at swimming.
Unit 2 Don't put your feet on the seat.
Part 1
Teaching Aims:
1. Can understand and say the new words "a cup of tea, cafe, rubbish, bin, sugar, tea, wait, spill, seat";
2. Understand and can act the dialogue;
3. Can master the new sentence " Don't ..." to express prohibition and suggestion;
4. Cultivate the Ss to be polite and neat and learn to say "sorry" when they made a mistake.
Importance And Difficulty:
1.Master the four skills words;
2. Use the sentence "Don't ..." correctly to express prohibition and suggestion;
Teaching Aids:
1.Communication and Game teaching method;
2.Using the visual aids.
Teaching Program:
Step 1 Leading
1. Greeting.
2.Sing a song.
Step 2 Input
1. Create the scene and helping Ss to understand the new sentence "Don't ...";
T: Sing a Chinese song, please.
Ss: ...
T: Do the action and say :Sorry. Don't sing it. Sing a English song.
Ss: ...
T: Draw a cat on the blackboard.
Ss: ...
T: Oh, no. Draw a cat in the tree.
Ss:
2. Before the class , the teacher asks three Ss to be late , talk with the classmates and put her feet on the desk intentionlly.
T: Don't be late . Be on time next time.
Don't talk in class. Listen to me!
Don't put your feet on the desk. They are dirty.
Board the sentence "Don't put your feet on the seat" and teach it.
3. Listen to the tape in Part A and number it.
What does Mrs. Chen say to Dongdong?
( )Don't put your hand in that bin.
( )Don't put your feet on the seat.
( )Don't spill the suger on the table.
4. Listen to the text again and check the answer.
5. Teach the new words.
1) t-tea, seat-sit, spill-spell, rubbish-rubber,cafe-coffee.
2) Use "a cup of " to make sentences.
6. Listen to the Part A and B and read after the tape.
Step 3 Out put
1. Discuss and understand the text.
1) What does Dongdong do wrong at the rubbish bin?
2) What does Dongdong do wrong at the cafe?
3) What does Dongdong do wrong in the bus?
2. Role-playing.
Step 4 Fun Time
1. Group activity.
2. Homework: Listen to the tape and recite the text.
Copy the new words in three times.
Look for some sign in the public places and write its meaning.
Handwriting Design:
Unit 2 Don't put your feet in that bin.
What does Mrs. Chen say to Dongdong?
( )Don't put your hand in that bin.
( )Don't put your feet on the seat.
| ( )Don't spill the suger on the table. |
Part 2
Teaching Aims:
1. Can use "Don't ..." to express order, suggestion and prohibition;
2. Can understand and use the antonym "naughty-good, noisy-quiet, late-on time, rude-polite, messy-neat";
Importance And Difficulty:
1. Use "Don't ..." to express order, suggestion and prohibition;
2. Understand and use the antonym "naughty-good, noisy-quiet, late-on time, rude-polite, messy-neat";
Teaching Aids:
1.Communication and Game teaching method;
2.Using the visual aids.
Teaching Program:
Step 1 Leading
1. Greeting.
2. Sing a song.
3. Show their homework and ask the guider of the team to say .
Don't spit./No spitting.
4. Ask the Ss to say "Don't ..." in public, in the school and at home.
At the cinema
1) Don't be noisy. Keep quiet.
2) Don't litter. Keep the floor clean.
At home
1) Don't make noisy.
2) Don't throw something everywhere.
3)Don't be messy.
...
Step 2 Input
1. Show the picture and understand the meaning of "naughty, noisy, late, rude,messy";
2. Finish the exercise in Part D;
A game--Tossing a colourful ball
T: Hello, Jack. Don't be naughty.
Jack: Ok. Be a good boy. Hello, Lingling. Don;t be late.
Lingling: Ok. Always be on time. Hello, Tom ...
Step 3 Out put
1. Group work. One is doing the action and the other say the correct action use "Don't ..."
Step 4 Fun Time
1. Assessment.
2. Homework: 1) Listen to the tape, recite the text and copy the new words in three times.
2) Remember three to five order, suggestion and prohibition from your parents.
Handwriting Design:
Part 3
Teaching Aims:
1. Revise the words and text;
2.Can read the text and the rhyme;
3. Can use the knowledge they learned.
Importance And Difficulty:
1. Finish the exercise in Part E by themselves;
2.Use the knowledge they learned fluently.
Teaching Aids:
1.Communication and Game teaching method;
2.Using the visual aids.
Teaching Program:
Step 1 Leading
1.Greeting.
2.Look at the words and phrase,revise the words or phrase in this unit;
3.Every team shows homework, the guilder shows it and encourge the Ss to be a good child at home.
Step 2 Input
1. Learn to Part E;
2. Listen to the tape and answer the question.
What does Dongdong's Mum say to him?
3. Explain the meaning of the poet and point the rhyme.
4. Read the rhyme by single, team and group;
Step 3 Out put
1. Act and recite the rhyme.
2. Use the sentence they learned to change the English rhyme;
3. Act by groups.
Step 4 Fun Time
1. Create the scene and talk freely.
2. Assessment. Assess the Ss's acting and encouge them to cultive the ability of the communicating .
3. EB.
4. Homework: 1)Read the words, dialogue, passage, and recorde it and ask the parents to assess.
2)Preview the Part A ,B in Unit.
Handwriting Design:
Unit 3 There is a policeman near the post office.
Period 1
Teaching Aims:
1. Can understand and say the new words: a bank, a corner, a fence, next to, outside, people, a road, a street, a shopping centre;
2. Can understand and act the text;
3. Can use the preposition expressing direction correctly;
4. Can use the new sentence to say the position of the person and objects fluently;
Teaching Importance and difficulties:
1. Understand and act the text;
2. Use the new sentence to say the position of the person;
3. Understand and say the new words: a bank, a corner, a fence, next to, outside, people, a road, a street, a shopping centre;
Teaching Preparation:
Teaching tape, some picture with the objects;
Teaching Steps;
Step 1 Warming up
1. Greeting.
2. Read the English poet;
3. Look at the Part C and use the sentence" There is/ are ¡ " to talk about the picture.
Step 2 Presentation and drill
1. Show the word card in Part B and teach the new words;
2. Game-------
Pin the word card or picture on the blackboard, and number it. The teacher uses the fingers to show the number and asks the other Ss to read the word loudly. There are two Ss to come to the blackboard and point the correct word very fast according to the voice.
2. Standing at the back of the classroom and use the telescope to look at the pictures.
T: Is there ?
Helping the Ss to understand the meaning of the sentence and explain it according to the picture.
S: Yes, there is. /No, there isn' t.
Board the sentence and practise.
3. Listen to the Part A and understand the text content and answer the question.
Is there a bus on the road?
Where is the dog?
Is there a woman near the post office?
Who' s trying to stop the dog?
4. Listen to the Part A and B and repeat the sentence one by one.
Step 3 Practise
1. Practise the dialogue with your partner.
2. Role-playing.
3. Finish the exercise in Part C using" There is ¡ " to describe the picture.
Step 4 Consolidation
1. Game----
When Ss know about the picture, the teacher cover the part of the picture and Ss say the content of the picture very quickly. Have a competition between teams. Remembering the more content is the first.
T: Is there ¡?
S: Yes/ No, there is ¡
1. Assessment.
2. Practise.
3. Homework.
1) Listen to the tape and recite the text.
2) Draw the corner of a street, countryside or campus , and describe it using oral English.
Period 2
Teaching Aims:
1. Can understand the passage in Part D and finish the exercise;
2. Can through reading and get progress the ability of the reading skills;
3. Can understand the meaning of the new word: sign post, What does it say? in the passage.
Teaching Importance and difficulties:
1. Finish the exercise in Part D;
2. Use the sentence to describe the things you see.
Teaching Preparation:
Teaching tape, some picture with the objects;
Teaching Steps;
Step 1 Warming up
1. Greeting.
2. Sing the English song.
3. Show the homework and describe it with teams.
Step 2 Presentation and drill
1. Show the picture in Part D and talk about it freely;
2. Read the passage and understand the general meaning of the passage. (Sign post: signpost;What does say? Write what up?)
3. Listen to the part D and think the question back of the passage.
Step 3 Practise
1. Team discussing and answer the question.
2. Listen to the tape and follow the tape;
3. Read and recite.
Step 4 Consolidation
1. Follow the text the four-part dividing, synthesize to make use of the knowledge learned describe own work.( last a the homework of the section lesson)
2. Evaluation.Describe to the student the proceeding evaluate, giving affirmative with encourage, educate the student's English expresses ability.
3. Homework.
1) hear the magnetic tape, carry on the back the text.
2) go together with own work English.
Part 3
Teaching target:
1. Review single phrase, text in this unit and phrasing knowledges;
2. Can synthesize text the fifth part of Englishs song;
3. Can synthesize to make use of the knowledge learned.
Teaching point and a little bit difficult
Point: Make stronger the contents learned;Learn to sing the English song;
A little bit difficult:Weave continuously the lyrics combine to sing the English song.
Teaching preparation:
Single phrase card, teaching magnetic tape
Teaching step
Square one
1. Teachers and the students interchange civility.
2. Sing already the English song that learn.
3. Game-----
The cent set proceeds the game. The teacher passes the card writing" There is a taxi behind the bus./ There is a woman in the taxi./ There is a cat at the corner and a dog is under the car./ There is a policeman near the post office" to the last student, and asks the Ss to pass the sentence one by one .
The fastest and correctly passing the sentence is the winner.
3. Group activity. Arrange the classroom a street, put the picture of a form for learning location on the different position. A student finds out respectively in the password in" a, two and three" a position stands to like, another student proceeds to describe.
S1: There is a boy near the post office.
S2: Yes/No. I am in the post office.
Step 2 Presentation and drill
1. Teacher the side painting text is four-part to divide the picture, the side lifts to ask.
T (draw a wall) What is it?
S : A wall.
T(draw a bottle on the wall) What is it?
S: A bottle.
T: (Colour the bottle green) What colour is it?
S: Green.
T: Where is it?
S: On the wall.
T:( draw nine bottles on the wall): How many bottles are there?
S: Ten bottles.
T: (draw a bottle in the corner) : Where is it ?
S: It' s lying on the grouf.
T: How many bottles are there standing on the wall now?
S: Nine.
3. Hear the text four-part to divide the recording, follow to sing.
The third step
1. Sing a song song segment 1.
2. Press to hint, continuously lyrics.
3. Male girl student to sing.
The fourth step
1. Group activity.The cent a position for regarding our classroom as, of connecting dragon one by one describing teaching indoor and each object relates to.
2. Evaluation.Proceed the evaluation to the student's conversation, give affirmative and encourage, Assess outs the best student, educate the student's English express ability, stir up the English interest in study in student.
3. Practice.
4. Homework.
1) read aloud the single phrase, dialogue, short composition that this unit learn, combine recording, let parent evaluating.
2) performing the song hears the parents.
3) dry run an unit.
2. Read aloud the text the four-part dividing the lyrics.
Unit 4 Where were you Mingming?
Period 1
I. Teaching target
1. Can hear to understand and will say the new single phrase" yesterday, today, weekend, sick, railway station";
2. Can hear to understand, comprehend and will say this lesson dialogue;
3. Can use the sentences" Where were you?""I was ¡ " to ask somebody whaere you were and what he or she is doing.. Respond the question.
Two teaching point and a little bit difficult
Point:Control four would single phrase and sentence construction;
A little bit difficult: Perform the dialogue.
Three teaching preparation
1 : set , some and single phrase in picture( school, park, zoo, circus troupe, store, train station, hospital...etc.) card, teaching wall map, teaching magnetic tape etc.
Four teaching step
Square one:warming up
1. Teachers and the students send greetings to.
2. Sing the English song" Days of the week"
3. The on duty for the day reports.
The second step Presentation and drill
1. Evaluating the on duty for the day reports, then post notice the set .
T: What day is it today? /How many days are there in a week? What are they?
S: ¡
T: The days from Monday to Friday are weekdays. Saturday and Sunday are weekends. Today is .. And yesterday was ¡
The Àú that point at the student that year help meaning comprehends the new single phrase, the writing on the blackboard combines teaching.
2. Stick the picture of the some form location to single phrase in week in form under.
T: Today is ¡ And I ¡® m at school. Yesterday was ¡ And I was at the library/ sick and in the hospital/ ¡ Where were you?
S: ¡.
Encourage student the brave makes use of the knowledge answer learned.
3. Hear the text the first part records sound, comprehending the text contents, answering a question.
Where was Mingming on Saturday?
4. Help the student the comprehension during with English or body dying wishs, hand in, in bed, visit, meet, finish.
5. Listen to the Part A and B and say after the tape.
6. Practise the dialogue with the partner.
Step 3 Practice
1. Game--- Chain game
The cent set proceeds the activity. The senior clerk distributes picture or notes of the form to a member.
S1: Today is ¡ Yesterday was ¡ And I was ¡ Where were you yesterday?
S2: ¡ (According to the picture and paper to answer)
S3: ¡
The cent role performs text a parts of dialogues.
Step 4 Consolidation
1. The song checks.Complete text c parts of form, the senior clerk makes collective report or makes selective check the inquisition circumstance.
2. Evaluation. Proceed the evaluation to the student's performance, give affirmative with encourage, stir up the English interest in study in student.
3. Practice.
4. Homework.
1) hear the magnetic tape, carry on the back the text, copy the single phrase.
2) inquisition parents yesterday or whereabouts and activities of last Sunday inside.
Period 2
A, teaching target
1. The apprehensibility text d is part of, and answer the practice after completing the text;
2. Can is part of with the picture minus quantity text d according to the key phrase;
3. While understanding parts of verbs to pass by generally of irregular variety;
4. The student who stir up the emotion loves passionately motherland.
Two, teaching point and a little bit difficult
Point:Comprehend the text d part, and answer the practice after completing the text.
A little bit difficult:Reply to say the text d part.
Three, teaching preparation
Travel photograph or some and single phrase in picture card, teaching magnetic tape etc.s that view orders
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing the English song
3. The cent set makes collective report the homework(2), then make selective check and evaluate.
Step 2 Presentation and drill
1. Post notice photograph or pictures that travel the classic.( stick the photograph on a white paper, the blank writes last a time, location for taking photo slice and general situations)
T: Hello, boys and girls. I like travelling very much. I' ve been to many places, Shanghai, Beijing, Guangzhou ¡ There are many beautiful sights in these places. I took many pictures.
Distribute the photograph, let students passing round, the writing on the blackboard combines new single phrase in teaching with short language.
2. Read the text d part, answer a question.
Where was Tim last week?
3. Explain the meaning of the" cousin, valley, lake, cave, crystal cave.".
Step 3 Practise
1. The freedom reads aloud the text d part.
2. Group discussion, complete the form.
| Weekdays | Tuesday | Wednesday | Thursday | Friday | Saturday | Monday |
| Places |
Step 4 Consolidation
1. According to the above form and key phrase, reply to say the text d part.
2. Evaluation.Proceed the evaluation to the student's performance, give affirmative with encourage, educate the student's English expresses ability.
3. Homework.
1) hear the magnetic tape, reply to say the text.
2) mimicry the teacher's work, travel oneself or beauties to photograph to create a work.
Period 3
A, teaching target
1. Can control this unit courage a knowledge;
2. Can the oral communication describe to pass by some time to once arrive with nip in brief over of place;
3. Can sing text e parts of Englishs song.
Two, teaching point and a little bit difficult
Point:Control with make use of the single phrase that this unit learn;
A little bit difficult:Synthesize to make use of a place for learning knowledge discussing past some time once arriving over.
Three, teaching preparation
Travel photograph or some and single phrase in picture card, teaching magnetic tape etc.s that view orders.
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing the English song" There are ten green bottles standing on the wall"
3. Dictate this unit with the short language.
4. Post notice text a parts of teachings wall map, guide the student to reply to say the text with the first person.
5. The demonstration inside the group combines the introduction is each from of work.( last a lesson hour homework 2)
Step 2 Presentation and drill
1. Hearing the text e part records sound, answering a question.
Where was the little lady?
2. Hearing the text e part records sound, following to sing.
Step 3 Practice
1. The lyrics inside little lady, at home, the sir changes respectively dear sir, at school, girl, sing the English's song.
2. Male girl student to sing.
Step 4 Consolidation
Game ¡ª Travel in the dream
The teacher broadcasts a piano song( Beethoven's ¡¶ moonlight song ¡· ), letting student all the lay on the desk makes to go to bed the form on the table, putting the picture that world- wide locations famous a view order to lesson in each student table with parts of student's works( had better use the English name) at the same time last.Music after stopping, the student proceeds the exchanges for the picture, describing" the place that arrive".
S: I was in Paris./I went to the USA. / I visited the Great Wall. Where were you?
1. Evaluation.Proceed the evaluation to the student's performance, give affirmative with encourage, educate the student's language synthesize the ability of expression.
2.Practice.
3.Homework.
1) read aloud the contents that this unit learn, combine recording, please the parent the evaluation.
2) the contents of the dry run next unit.
Unit 5 Who was first?
Period 1
A, teaching target:
1.Can hear to understand and will say the new single phrase last, a metre, a race, sports, first, second, three ¡. Twenty-fouth;
2. Can see the diagram describe the text contents;
3.Can distinguish analyse and right application cardinal number phrase with ordinal number phrase.
Two, teaching point and a little bit difficult
Point:Control the new single phrase.
A little bit difficult:Describe the text contents;The basic method of using of the ordinal number phrase.
Three, teaching preparation
Mathematics a card, wall clock, single phrase card, teaching wall map, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2.Sing the English song" Ten little Indian boys".
3. Review the cardinal number phrase 1 to 24.
1) number off.
2) ask time.
T: What is the time?
3) Do simple mathematics.
T: What' the 10 ands of s 14?
4.Ask the quantity.
T: How many books/ ¡ are there?
Step 2 Presentation and drill
Game ¡ª¡ª Quick response.
The teacher posts notice the card( play basketball, play football, jump, run, swim), the student spits it out single phrase or short languages of the card, another choose 5 students to do the action according to the instruction, have again and quickly to of can step forward the one step.
T: Great! He/She is No.1, the first.
The first round is at an end, the teacher tallies up the evaluation, and writing on the blackboard.
S1 S2 S3 S4 S5
No.1 first
No.2 second
No.3 third
No.4 fourth
No.5 Fifth
1. Single phrase in teaching, and guide the variety that students observes phrase form, the construction characteristics of the elucidation ordinal number phrase.
2.Helping the student speaks the sixth arrives the 24th.
3.Hearing the text b part records sound, following to read.
Step 3 Practise
1. Hearing the text a part records sound, comprehending the gist of the text.
T: Yesterday was Sports Day at Peter' s school. There was a one hundred metre race. Listen to the tape and find out who was first.
2. Hearing the text a part records sound, following to read.
3.The freedom reads aloud.
Step 4 consolidation
1. Group activity.Post notice text a parts of wall maps, see the diagram talk, and continue game" fast reaction".Remind that student can then usage ordinal number phrase.
2.Evaluation.Proceed the evaluation to the student's performance, give affirmative with encourage, stir up the English interest in study in student.
3. Practice.
4. Homework.
1) hear the magnetic tape, carry on the back the text, copy the single phrase.
2) observe" who the first goes home, who the first have a meal over, who the first watches the television" etc., and record down.
Period 2
Teaching aims:
Enable Ss to learn and say the dialogue in Part A.
Enable Ss toreview to say these words: a metre, a race, sports, first, second, third…twenty-fourth, Who was first?
Teaching emphasis:
Enable Ss to say and use the words.
Teaching difficulties:
Enable Ss to say these words: a metre, a race, sports, first, second, third…twenty-fourth, Who was first?
Teaching tools:
The tape, the recorder are the tools.
Teaching steps and methods
Step1 Revision
T asks: Where is the…?
Revise the contents in Part B of Unit3.
Step2 Let’s listen and say
T asks: What can you see in the picture? Who was first?
Ss learn to say “Who was first/last?”
Listen to the tape, repeat.
Ss practice in pairs and act.
Step3 Let’s learn
Point to the picture, asks: What day is today? What day was yesterday?
Ss learn to say the words “a metre, a race, sports, first, second, third…twenty-fourth” Ss practice in groups.
Ask some Ss to say the word to check their understanding.
Then learn the other words in the similar way.
Listen to the tape, repeat.
Step3 Let’s practise
In groups of five, have a drawing competition. Tell the teacher and classmates about it later.
Homework
Listen, say, read and recite the contents in Unit5 ABC.
Written on the blackboard:
Period 3
A, teaching target
1. The new single phrase wave, swish, float, swell of the small verse in English in apprehensibility inside, shell meaning, the metre of the English verse is beautiful after rushing through, combining can have the affection a recite read;
2.Make stronger this unit a knowledge for learning, educate the ability that student synthesize the language of application.
3.Guide the student's study strategy.
Two, teaching point and a little bit difficult
Point:Synthesize the application the knowledge that this unit learn;
A little bit difficult: The recite reads the small verse in English.
Three, teaching preparation
Single phrase card, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing the English song.
3. The investigation team run to compete the circumstance, reviewing the sentence construction" Who was first/ ¡ ?"
Game ¡ª¡ª Bingo
Let student each comfortable paper ascends to make uniform a well word space.The teacher reads aloud 9 single phrases as one's pleases, student will day in single phrase,such as any space inside,.The teacher disrupts immediately after arbitrarily 3 single phrase for, student at hearings that sequence read aloud 9 single phrases inside ascends to draw a circle, a horizontal row, row or diagonal lines is a linear yell the " Bingo" signal hint, allowing most most quickly of win.
T: What' s on the first square ? There is" meter" on the fifth square.
¡
Step 2 Presentation and drill
1. Draw 5 waveses, use simple language in inside in poem and Chien's brush strokes to describe each waves respectively with the contact of the " I", combine to explain the single phrase wave, swish, float, swell, shell meaning.
2. Hearing the text e part records sound, following to read.
Step 3 Practise
The small verse in English reciting reads the performance.
The game ¡ª¡ª seeks the friend
Teacher will single phrase card first, second ¡The single phrase card Monday, Tuesday between seventh and week in form, ¡ The Sunday disrupts the sequence, distinguishing to fix in 14 classmates carrying on the back, the student passes the inquiry, finding out each from of friend, and the watch says out.
S: Sunday is the first day.
¡
Step 4 Consolidation
1. Expand the memory, let student trying to speak the ordinal number phrase the 25th arrive the 100th.
2.. Evaluation.Proceed the evaluation to the student's performance, give affirmative with encourage, stir up the desire that student say.
3. Practice.
4..Homework
1) Read aloud this unit a contents for learning, combine recording, then invite parent's evaluation.
2) The contents of the dry run next unit.
Unit 6 Was it in the wardrobe?
Period 1
A, teaching target
1. Can hear to understand and will say the new single phrase with the short language a heater, a sofa, a lamp, a ring, on top of, look for, guess who;
2. Can use the sentence construction" Was it in the wardrobe?" " Yes, it was,/ No, it wasn' t." Inquire the several describing the past some object in some time place position;
3. Can use the preposition of the form directions accurately.
Two, teaching point and a little bit difficult
Point:
Control the new single phrase with the sentence construction.
A little bit difficult: Perform text a parts of dialogues.
Three, teaching preparation
Some and single phrase in stationery card, teaching wall map, teaching magnetic tape etc..
Four, teaching step
1. Teachers and the students send greetings to.
2. Free conversation.
T: I was at the office just now. Where were you ?
S: I …
Game ¡ª¡ª Sherlock Holmes
Put the stationery, toy...etc. Product in table lastly, chair bottom, the cabinet of Wordrobe etc., Let students remember their position, then repeal or transpose the position of the among them some product, see who remember them the original position, remembering the most clear acquiring" a title for exploring Sherlock Holmes ".
T: Where was the bag/ ball/ ¡?
S: It was on/ under/ in ¡ The desk/ chair/ ¡
Step 2 Presentation and drill
1. Show the word card.
T: Yesterday it was Miss Green' s birthday. Her friend gave her a big ring with diamond on top of it in the morning. But in the evening it was lost. She looked for it in her room. She couldn' t find it. Who took ii? No. Famous Serlock Holmes found it soon. Where was it? Guess! The Connected things are heater, lamp, wardrobe, television, bed and sofa.
The scene lead into, new single phrase in teaching with short language a heater, a sofa, a lamp, a ring, on top of, look for, guess who; the leading analyze, guess, combining teaching sentence construction" Was it in the wardrobe?" " Yes, it was,/ No, it wasn' t."
2. Group discussion, the representative speaks.The teacher do not make the answer, the leading hears text a parts of dialogues.
3. Hearing the text a part records sound, verifying the answer, answer to of can acquire" a title for exploring Sherlock Holmes5 ".
Step 3 Practise
1. Hearing the text a, b part records sound, following to read.
2. The freedom reads aloud, performing text a parts of dialogues.
Step 4 Consolidation
1. Two people group activity, the " explores the Sherlock Holmes " of mimicry game.
S1: Was it on the desk?
S2: Yes, it was./ No, it wasn' t. Where was it ?
2. Evaluation.
Proceed the evaluation to the student's performance, give affirmative with encourage, stir up the English interest in study in student.
3. Practice.
4. Homework
1) Hear the magnetic tape, carry on the back the text, copy the single phrase.
2) Draw two picture for by oneself rooms.( a situation for is original performance , first piece is slightly making fixing whole empress)
Period2
A, teaching target
1. Can use the new single phrase with the short language a heater, a sofa, a lamp, a ring, on top of, look for, guess who;
2. Can use the sentence construction" Was it in the wardrobe?" " Yes, it was,/ No, it wasn' t." Inquire the several describing the past some object in some time place position;
3. Can use the preposition of the form directions accurately.
Two, teaching point and a little bit difficult
Point:
Control the new single phrase with the sentence construction.
A little bit difficult: Perform text a parts of dialogues.
Three, teaching preparation
Some and single phrase in stationery card, teaching wall map, teaching magnetic tape etc..
Four, teaching step
1. Teachers and the students send greetings to.
2. Free conversation.
T: I was at the office just now. Where were you ?
S: I …
Game ¡ª¡ª Sherlock Holmes
Put the stationery, toy...etc. Product in table lastly, chair bottom, the cabinet of Wordrobe etc., Let students remember their position, then repeal or transpose the position of the among them some product, see who remember them the original position, remembering the most clear acquiring" a title for exploring Sherlock Holmes ".
T: Where was the bag/ ball/ ¡?
S: It was on/ under/ in ¡ The desk/ chair/ ¡
Step 2 Presentation and drill
1. Show the word card.
2. Group discussion, the representative speaks.The teacher do not make the answer, the leading hears text a parts of dialogues.
3. Hearing the text a part records sound, verifying the answer, answer to of can acquire" a title for exploring Sherlock Holmes5 ".
Step 3 Practise
1. Hearing the text a, b part records sound, following to read.
2. The freedom reads aloud, performing text a parts of dialogues.
Step 4 Consolidation
1. Two people group activity, the " explores the Sherlock Holmes " of mimicry game.
S1: Was it on the desk?
S2: Yes, it was./ No, it wasn' t. Where was it ?
2. Evaluation.
Proceed the evaluation to the student's performance, give affirmative with encourage, stir up the English interest in study in student.
3. Practice.
4. Homework
1) Hear the magnetic tape, carry on the back the text, copy the single phrase.
2) Draw two picture for by oneself rooms.( a situation for is original performance , first piece is slightly making fixing whole empress)
Period 3
A, teaching target
1. Can with fluency the recite and reads the small verse in parts of Englishs in d in text;
2. Apprehensibility poetry, and complete the question and answer practice;
3. Can synthesize the application the knowledge that this unit learn.
Two, teaching point and a little bit difficult
Point:Comprehend and the recite and reads the small verse in parts of Englishs in d in text.
A little bit difficult: Can synthesize the application the knowledge that this unit learn.
Three, teaching preparation
The picture is some and do the stationery of the painting some, teaching magnetic tape etc..
Four, teaching step
Step 1
1. Teachers and the students send greetings to.
2. Sing already the English song that learn.
3. The group inside displays to combine the introduction is last a lesson hour the work of the homework.
Step 2 Presentation and drill
1. The scene leads into, comprehending the poetry.
T: ( the side painting side says): Long long ago, there was a bridge. There was a car on the bridge. And under the bridge there was a rock ¡
Helping the student comprehends the new single phrase rock, stone, snail, ant, flea meaning.
2.Hearing the text d part records sound, answering a question.
Where is the flea?
3.Hearing the text d part records sound, following to read.
Step 3 Practice
1.Two people a proceeding oral communication question and answer practices.
2.The nip completes the practice.
3.The verse reads aloud the game.
Step 4 Consolidation
Game----
Two people a proceeding game.Single phrase in preparation card heater, lamp, ring, sofa, wardrobe, stick to make into the " magic card" on the poker, the one person puts the card, the one person guesses the single phrase of the card.
S1: Was the heater next to the sofa?
S2: Yes, it is./ No, it isn' t.
1. Evaluation.
2. Practice.
3. Homework.
1) read aloud the contents that this unit learn, combine recording, then invite parent's evaluation.
2) dry run next unit contents.
Unit 7When’s your birthday?
Period 1
I. Teaching Purpose:
Two, teaching point and a little bit difficult
Point:
Three, teaching preparation:
A calendar, birthday cake, single phrase card, teaching wall map, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
1. Apprehensibility, will say the new single phrase Children' s Day, Christmas, mouth, January- December;
2. Can make use of the sentence construction" When is ¡ ?" " It' s on the ¡ "Discuss the date;
3. Can control the method of expression of the date;
4. Can understand a little bit domestic and international important festal and small knowledge.
Control four would single phrase with sentence construction;
A little bit difficult: Use flexibly the sentence construction" When is ¡ ?" " It' s on the ¡ "Discuss the date;
Teachers and the students send greetings to.
Game---
T: Today is Monday.
S1: Yesterday was Sunday. Today is Thursday.
S2: Yesterday was Wednesday. Today is Saturday.
S3: ¡
1. Establish the scene, derivation sentence construction.
T: Today is Tuesday/ ¡ It' s the an of April/ ¡ And today is Liu Ying' s/ ¡ birthday. (Carry a birthday cake) Let' s sing Happy birthday, OK?...
2. Post notice to a calendar.
Step 2 Presentation and drill
T: When is your birthday?
Birthday that inquire a few students, let them pointing out in hanging a calendar, and help they use the" It' s on the ¡ "Answer a question.
3. Guiding the student lifts to ask.
S: Miss/ Mr ¡When is your birthday?
T: It' s on the ¡
The writing on the blackboard combines new sentence construction in teaching, emphasize the preposition on with the method of using of the article the.
4. Post notice to hang the calendar, name and its abbreviation forms of the December in teaching.
Game----
The teacher posts notice the single phrase card of the month or speaks the name of the month quickly, the student that that month be born right away spits it out own birthday.
Game---Patting flies
Glue to stick the single phrase card of the December on the blackboard. The teacher says the name of the month, the student claps the right and single phrase right away up.
5. Post notice to hang the calendar , introduce the domestic and international and main stanza day off, point study Children' s Day, Christmas Day, New Year Day, Teacher' s Day, Father' s day, Mother' s Day, etc. of Mid- autumn Day.
6. Post notice text a parts of teachings wall map, read the text, comprehend the text the gist, answer a question.
When is Lingling' s birthday?
7. Hearing the text a, b part records sound, following to read.
Step 3 Practice
1. Read aloud the dialogue.
2. Perform the dialogue.
Step 4 Consolidation
1. The freedom investigates the birthday of the classmate.( limit the hour the game)
2. Evaluation.
3. Practice.
4. Homework.
1) Transcribe the new single phrase.
2) Inquiring the parents waits 5 birthdays of friends and relatives.
Period 2
A, teaching target
1. Can speak 12 names of month smoothly and in order;
2. Can expresses expertly the birthday of the person;
3. The academic association concerns the others, loving passionately life.
Two, teaching point and a little bit difficult
Point:
Written form expression a the person's birthday for acquainting with.
A little bit difficult: Speak 12 names of month smoothly and in order;
Three, teaching preparation
A calendar, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing already the English song that learn.
Game----
The cent set proceeds the game.The teacher will write the note of the single phrase in etc. In day off in name, stanza of the month gives out each the last student, that student single phrase in whisper to spread before, spread one by one in order and before, first the student spit it out the single phrase, spreading allow again and quickly and again of a the set is a ʤ .
Game----
Arrive the ordinal number phrase first twelfth and appellative headdress in an or cards distribute to students, month and its to should of ordinal number phrase is good friend who a rightness of" good friend" s, find out each from, then two people say together:" The first/ second/ ¡ Month is January/ February/ ¡ "
Step 2 Presentation and drill
Complete text d part of collective activities.
Step 3 Practice
1. In the cent an exchanges a the inquisition circumstance of the lesson hour homework(2).The teacher makes selective check and evaluate.2. The text d is part of.
1) the leading writes the format.
2) sit at the same table to check with each other.
Step 4 Consolidation
1. Proceed to expand the conversation for text d part 5 sentences.
S: ¡ Is my father' s birthday. On my father' s birthday, I drew him a picture ¡
2. Evaluation.
Homework.
1) write from memory 12 names of month in order.
2) according to the text f part, for make to hold a birthday party the greeting card do the preparation.
Period 3
A, teaching target
1. Can the recite and read the small folk song in metre in English;
2. Can complete the text f part, the academic association holds a birthday party or festival greeting card;
3. Can synthesize to make use of the knowledge learned.
Two, teaching point and a little bit difficult
Point:Small folk song in metre in English;The creation of the greeting card.
A little bit difficult: Synthesize to make use of the knowledge learned.
Three, teaching preparation
12A month' headdress, scissors, the pen of color, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing already the English song that learn.
3.Dictate the single phrase that this unit learn with the short language.
Step 2 Presentation and drill
Text e part
1. Distribute the headdress of the December to 12 students.
T: There are twelve months in a year. How many days are there in a month?
S: ?shy;
T: Yes. Which month has thirty days?
S: April, June, September and November.
T: Which month has twenty-eight or twenty-nine days?
S: February.
T: Which month has thirty-one days?
S: January, March, May, July, August, October and December.
Let student's side that take the headdress of cowgirl answered a question, the side stands to like respectively.Teacher then the side does the signal side reads aloud.
2. Hear the recording, follow to read.
3. There is affection earth's surface playing the reciting and reading.
Step 3 Practice
Text f part
1. The side demonstration side explains the procedure that greeting card create, letting students guessing the meaning that some living phrase according to the appearance, comprehending the gist.
2. The leading writes.
3. The freedom completes the handicraft creation.
Step 4 Consolidation
1. Establish the scene, free conversation.
Scene:Birthday party.( the request synthesizes to make use of the free conversation in knowledge learned, such as inquire the others birthday, age and send out the congratulation, greeting card etc. gift, sing the happy birthday song etc.)
2. Evaluation.
3. Practice.
4. Homework.
1) Facing in English the others introduces the set calendar .
2) Read aloud the contents that this unit learn, combine recording, then invite parent's evaluation.
3) Dry run next unit.
Unit 8 When's your country's National day?
Period 1
A, teaching target
1. Can make use of the sentence construction" When's your country's National Day?" Inquiry do not the great occasion of nation stanza of the country, counteract the" It falls on/( country' s) National Day is on ¡ "Make the answer to this;
2. Can understand all countries national flag and great occasion of nation stanza etc. knowledges.
Two, teaching point and a little bit difficult
Point: Make use of the sentence construction expertly" When's your country's National Day?" Inquiry do not the great occasion of nation stanza of the country, counteract the" It falls on/( country' s) National Day is on ¡ "Make the answer to this;
A little bit difficult: It is right to expresses national name;
Three, teaching preparation
According to the map composite picture of the text c part creation, China, the United States, Singapore, Japan, Australia...etc. country national flag picture or do not fuck gum etc..
Step 1 Warming up
1. Greeting.
2. Freely talk. Describe the Mingming and Anne in brief each from of nation.
Step 2 Presentation and drill
1. Post notice the map composite picture of world.
T: Now, let' s solve the puzzle. Please put the pieces into the right places. What's the name of the country? Which place shall we put it into? Which country' s national flag is it? When is the country' s National Day?
The teacher guides the student put the all countries mold piece in the right location on the composite picture, guiding at the same time the student speaks country. Stick respectively the national flag immediately after on the homologous position, let students speak the nodal time in all countries great occasion of nation. Take to read the national name after completing.
Game-----
S1: When is America's National Day?
S2: It's on July 4th. When is China's National Day?
S3: It's on October 1st. When is Singapore's National Day?
S4: ¡
Step 3 Practice
Game----
Sit at the same table two people a proceeding game. It is each to self-use a piece of rubber act for the oneself on text c part of maps" trip", before arriving the whichever nation must speak the date of great occasion of nation of that country.
S1: Do you like travelling?
S2: Yes, I like it very much.
S1: Where would you like to go?
S2: I'd like to travel to China.
S1: When is China's National Day?
S2: China's National Day is on October 1st.
S1: Very good. Here you go.
Step 4 Consolidation
Game-----
The teacher speaks country, the student speaks the date of great occasion of nation right away.Can divide the set proceed to rob the answer game.
1. Evaluation.
2.Practice.
3. Homework. Make a form.
| Country | National Day' s Date | Celeration |
Period 2
A, teaching target
1. Can use the sentence construction" When's your country's National Day?" Inquiry do not the great occasion of nation stanza of the country,
2. Can understand all countries national flag and great occasion of nation stanza etc. knowledges.
Two, teaching point and a little bit difficult
Point: Make use of the sentence construction expertly" When's your country's National Day?" Inquiry do not the great occasion of nation stanza of the country, counteract the" It falls on/( country' s) National Day is on ¡ "Make the answer to this;
A little bit difficult: It is right to expresses national name;
Three, teaching preparation
According to the map composite picture of the text c part creation, China, the United States, Singapore, Japan, Australia...etc. country national flag picture or do not fuck gum etc..
Step 1 Warming up
1. Greeting.
2. Freely talk..
Step 2 Presentation and drill
1. Post notice the map composite picture of world.
T: Now, let' s solve the puzzle. Please put the pieces into the right places. What's the name of the country? Which place shall we put it into? Which country' s national flag is it? When is the country' s National Day?
S1: When is America's National Day?
S2: It's on July 4th. When is China's National Day?
S3: It's on October 1st. When is Singapore's National Day?
S4: ¡
Step 3 Practice
Game----
Sit at the same table two people a proceeding game. It is each to self-use a piece of rubber act for the oneself on text c part of maps" trip", before arriving the whichever nation must speak the date of great occasion of nation of that country.
S1: Do you like travelling?
S2: Yes, I like it very much.
S1: Where would you like to go?
S2: I'd like to travel to China.
S1: When is China's National Day?
S2: China's National Day is on October 1st.
S1: Very good. Here you go.
Step 4 Consolidation
Make a dialogue
Period 3
A, teaching target
1. Can the recite and read part A
2. Can complete the text f part, the academic association holds a birthday party or festival greeting card;
3. Can synthesize to make use of the knowledge learned.
Two, teaching point and a little bit difficult
Point: Make use of the sentence construction expertly" When's your country's National Day?" Inquiry do not the great occasion of nation stanza of the country, counteract the" It falls on/( country' s) National Day is on ¡ "Make the answer to this;
A little bit difficult: It is right to expresses national name;
Three, teaching preparation
According to the map composite picture of the text c part creation, China, the United States, Singapore, Japan, Australia...etc. country national flag picture or do not fuck gum etc..
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing already the English song that learn.
3.Dictate the single phrase that this unit learn with the short language.
Step 2 Presentation and drill
Text e part
1. talk about the China’s national day
2. Hear the recording, follow to read.
3. There is affection earth's surface playing the reciting and reading.
Step 3 Practice
1. The side demonstration side explains the procedure that greeting card create, letting students guessing the meaning that some living phrase according to the appearance, comprehending the gist.
2. The leading writes.
3. The freedom completes the handicraft creation.
Step 4 Consolidation
1. Establish the scene, free conversation.
2. Evaluation.
3. Practice.
4. Homework.
1).write sth about national day
Unit 9 Thats' s not mine.
Period 1
I. Teaching target
1. Can control the new single phrase mine, his, hers, ours, theirs, yours, art exhibition;
2. Can hear to understand and will say this lesson dialogue.
II. Teaching point and a little bit difficult
Point:The method of using of the word owner on behalf phrase.
A little bit difficult:Word owner on behalf phrase and the differentiation of the adjective owner on behalf phrase.
III. Teaching preparation
Teacher with the student's handicraft work or calligraphy and painting work, single phrase card, teaching wall map, teaching magnetic tape etc.s.
IV. Teaching preparation
Step 1 Warming up
1. Teachers and the students send greetings to.
2.Free conversation, review the adjective owner on behalf phrase.
T: Show me your rubber/ ruler/ pen/ ¡
Is this your ruler?
Is that his/her pen?
Whose blackboard is it?
Are these your pens?
The " my, your, her, his, our, their," of Board, read after the teacher.
Step 2 Presentation and drill
1. T: Have you brought your works? I' ll collect some words here and have an Art Exhibition. (The side says that the side will exhibit the headline" Art Exhibition" stick on the blackboard) This is my work. This is mine. (Stick own painting on the blackboard, single phrase in writing on the blackboard mine) Would you please show me your works/ yours?(Single phrase in writing on the blackboard yours)
T: ( collect the student's work): Is it yours? Yours is very good.
The student's handicraft or calligraphy and painting works some put on the platform, arrange" exhibit the building", and invite the author the platform come up.
T:( point at the student that these workses ask set bottom) Are these yours?
Ss: No, they aren' t. They are their works.
T: Oh, they are theirs. Theirs are very good. (Single phrase in writing on the blackboard theirs)
T: ( point at all works of the platform): Are they yours?
Ss: No, they are yours.
T: Right, they are ours. (Single phrase in writing on the blackboard ours)
2. Use the single phrase in teaching in similar method hers, his.
3. Hear text b part of single phrases, follow to read.
Step 3 Practice
1. Post notice text a parts of teachings wall map.
T: Today is a school open day. Anne' s mothers is visiting her school to look at their Art Exhibition.
2. Hearing the text a part records sound, answering a question.
What is Anne' s mother looking at?
What does she think of the children' s works?
3. Hearing the text a part records sound, following to read.
4. The cent set practices to read.
5. The cent role performs.
Step 4 Consolidation
1. Establish the scene, free conversation.
Scene:1 set: four people hold the small scaled art exhibition.
S1: Let' s have an Art Exhibition, OK?
Ss: That' s great. :Let' s show our works.
S2: It' s mine.
S3: Mine is here. Is this yours, S1?
S1: No, it' s hers/ his.
2. Evaluation.
3. Practice.
Homework. Hear the magnetic tape, carry on the back the text, copy the single phrase.
Period 2
A, teaching target
1. Can make use of the word owner on behalf phrase expression owner relation expertly;
2. Single phrase in apprehensibility belong to, spot, same, stripe meaning, combine can the independence complete the text c part practice.
Two, teaching point and a little bit difficult
Point: The exactitude uses the word owner on behalf phrase.
A little bit difficult: Complete the text c part practice.
Three, teaching preparation
Small handkerchief some etc. s of every kind of assortment.
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Perform lesson this play An Art Exhibition.
Step 2 Presentation and drill
1. T: I have a beautiful handkerchief. Look! This is mine. Mine has spots. What do you handkerchieves look like? Show me yours.
T:( walk to a handkerchief on student's in front that have the dot) Does yours have spots?
S: Yes. Mine has spots, too.
T: Mine is the same as his/hers. But mine is blue, his/hers is not.
2. Use the single phrase in teaching in same method stripes.
3. Collections a few handkerchiefs.
T: Whom do these handkerchieves belong to?
T:( draw out own handkerchief)It belongs to me.
T:( draw out a handkerchief arbitrarily) Does it belong to me?
Ss: No, it belongs to ..(Help Ss answer the question)
Step 3 Practice
The text in Part C
1. T: What's this?
S: It's a tie.
T: What does it look like?
S: It has spots/stripes.
T: Whom does the tie belong to?
2. Sit at the same table the discussion.
3. The oral communication makes the answer.
4. The nip makes the answer.
Step 4 Consolidation
1. Group activity. Free conversation in a handkerchief for using eachly from in four people.
S1: I have a new handkerchief.
S2: Really? May we have a look?
S1: Sure.
S2: Mine is as beautiful as yours, but it is different from yours. Mine has spots, not stripes.
S3: Look at hers. Here is the same as yours.
S4: Right! Mine has stripes too.
2. Evaluation. Proceed the evaluation to the student's performance, give affirmative with encourage, stir up the desire that student say.
3. Practice.
Homework. Follow the text c part the design to reason logically together.
Period 3
A, teaching target
1. Single phrase in apprehensibility a police station, honest, kind, lucky.
2. Can read the comprehension text d part, and practice after completing the text;
3. Train the student read the comprehension ability goodly with the habit;
4. Train student ten golds are not the moral qualities of the ÃÁ .
Two, teaching point and a little bit difficult
Point: Develop according to the affair the in proper order( cause ¡ª¡ª through ¡ª¡ª result) reading understand the text d part.
A little bit difficult:The comprehension text d is part of.
Three, teaching preparation
Draw prizes box and small awards some, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
Teachers and the students send greetings to.
Game:Good luck
Write the name of the small award in note lastly, fold put at" drew prizes box".The teacher lifts to ask, answer to of the student can participate to draw prizes, the other student then guesses the winner of the award.
T: Who does the purse belong to?
S1: Is it his?
S2: Is it his?
T: Guess who is right.
Ss: ¡ is right.
T: No, guess again. /Great! ¡come here and take your luck!
Step 2 Presentation and drill
The text in Part D
1. T: What' s this man?
S: He' s a policeman.
T: Who' s this boy?
S: He' s Peter.
T: What are they?
S: They' re in the police station.
T: What' s that on the table?
S: It' s a purse.
T: Whom does the purse belong to? What' s in the purse?
2. Read the short composition quickly, answer a question.
What' s the story about?
3. Taking the problem hears the recording, reading.
4. The oral communication discusses the problem, then the nip completes the practice.
5. Hear the recording, follow to read.
6. Complete the form.
Step 3 Practice
According to the contents of the top form, reorganize story as the dialogue, and perform.
Step 4 Consolidation
1. Text e parts of interests crossword.
2. The nip completes the crossword.
3. Evaluation.
4. Practice.
Unit 10 Benny took my ball.
Period 1
A, teaching target
1. Can control the new single phrase took, hit, threw, did, didn't, naughty, ball, matter and its in the method of using in the text;
2. Can hear to understand and will say this lesson dialogue;
3. Training the student solidifies the kind spirit.
Two, teaching point and a little bit difficult
Point: Hear to understand and will say this lesson dialogue;
A little bit difficult: Right usage verb past tense took, hit, threw, did.
Three, teaching preparation
Teddy bear, toy monkey, toy ball, single phrase card, teaching wall map, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Free conversation.
Game ¡ª¡ª Quick response
The teacher issues the instruction, the student does the right action quickly.
T: Take out your rubbish and throw it into the rubbish bin./ Go back to your seat. /Take up your pen and draw a football on your exercise book. /¡
Step 2 Presentation and drill
1. Post notice the teddy bear, toy monkey, toy ball.
T: Today is a dine day. I go to the zoo and see some animals. The bear and the monkey are playing . The bear has a nice ball but he doesn't want anybody else to play it. The monkey is very naughty. Now , everybody! Please pay attention to the act.
T: What did the monkey and the bear do just now?
Ss: The monkey took the bear's ball. The bear hit the monkey.
T: And then what happened to the bear?
Ss: The monkey threw the ball at the bear and the ball hit the bear.
The side says the side writing on the blackboard below contents, and take to read.
Take ¨C took hit- hit throw- Threw do ¡ª did
The ball hit the bear.
2. Take away two writing case of students arbitrarily.
T: What did I do just now?
Ss: You took their pencil-boxes.
T: Did I take theirs?
Ss: Yes , you did.
T:( point at and did not is taken away the student of the writing case)Did I take this?
Ss: No, you didn't. (Help the Ss answer)
Return the writing case to false host intentionally.
T: What's the matter?
S1: This is not mine. It's hers.
S2: This is not mine. It's his.
T: Oh, I' m very sorry.
The writing on the blackboard combine teaching sentence construction" What's the matter?" "I' m sorry."
3. Hearing the text b part records sound, following to read.
Step 3 Practice
1. Post notice text a parts of teachings wall map, see according to the problem the diagram talk.
What happened to Benny?
What did Benny do?
Who hit Benny?
Why did Tony hit Benny?
How did the teacher deal with the matter?
2. Hearing the text a part records sound, answering the above problem.
3. Hearing the text a part records sound, following to read.
4. The cent set practices to read.
5. The cent role performs.
Step 4 Consolidation
1. Establish the scene, free conversation.
Scene: According to the free conversation in pantomime. Choosing two students performs a pantomime: On the art lesson, the Bob did not take red the pen of colourful pen, robbed the Henry then of, two people hence quarrel. The teacher handled after knowing this matter.
S1: What happened in the dumb show?
S2: Bob took Henry' s crayon back.
S1: Was Henry angry?
S2: Yes, of course. He wanted to get his crayon back.
S1: Did Bob return it?
S2: No, he didn't. He hit Henry.
S3:
2. Evaluation.
3. Practice.
4. Homework.
1) hear the magnetic tape, carry on the back the text.
2) record the oneself a day activities, and stuff with the form.
Period 2
I. Teaching Aims:
1. Can make use of the sentence construction expertly" What did you/ she/ he do?" " Did you/ he/ she ?"Inquire the affair that pass by some time's occurrence, and do the response to that inquiry.
2. Can control the past tense of the in common use verb.
Two, teaching point and a little bit difficult
Point: Make use of the sentence construction expertly" What did you/ she/ he do?" " Did you/ he/ she ¡ ?"Inquire the affair that pass by some time's occurrence, and do the response to that inquiry.
A little bit difficult: The exactitude uses the past tense of the verb.
Three, teaching preparation
Movable record etc. between teacher and student.
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sit at the same table 1 set: two people free conversation in parts of pictures in d in text in the ninth unit.
S1: What did Peter find?
S2: He found a purse.
S1: What did he do?
S2: He went to the police station and gave it to the policeman.
S1: ¡
Step 2 presentation and drill
1. Let students post notice the top a the movable record of the lesson hour homework(2).
T:( arbitrarily the take out takes a piece) What did you do last Sunday?
S: I went to the park, ate Kentucky Fried Chicken and played football.
2. Continue arbitrarily the take out takes and lift to ask, verb original shape and past tenses that writing on the blackboard design.
Go- Went eat ¡ª ate play ¡ª played have- had
Game ：Guess, guess, guess!
The teacher posts notice own movable record, the student guesses the teacher's activity.
T: Look! This is my Tuesday' s activity table.
Ss: What did you do on Tuesday?
T: Guess, please.
S1: Did you go shopping?
T: No, I didn't.
S2: ¡
Step 3 Practice
Game---!
Teacher's take out takes a the piece's student's movable record, the student lifts to ask for that form.
T: What did she do yesterday?
S1: Did she……?
S2: Did she ……?
Let the student's four people a proceeding game, then choose a the set goes on stage the performance.
Step 4 Consolidation
1. Complete text c parts of games.
1) Teacher with a the student demonstrates the game.
2) The student divides a proceeding game behind first and collectively.
2. Evaluation.
3. Practice.
4. Homework. Review already verb and its past tenses that learn.
Period 3
Teaching Aims:
1. Can make use of the sentence construction expertly" Tim kicked the ball too hard." "Why didn’t he fly to get the ball?"Inquire the affair that pass by some time's occurrence, and do the response to that inquiry.
2. Can control the past tense of the in common use verb.
3. Ss can read the story.
Teaching point and a little bit difficult
Point: Make use of the sentence construction expertly" Tim kicked the ball too hard." "Why didn’t he fly to get the ball?"Inquire the affair that pass by some time's occurrence, and do the response to that inquiry.
A little bit difficult: The exactitude uses the past tense of the verb.
Three, teaching preparation
Movable record etc. between teacher and student.
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sit at the same table 1 set: two people free conversation in parts of pictures in d in text in the ninth unit.
Step 2 presentation and drill
1. Read and read.
T show cards for Ss, then Ss two by two read it.
e.g: play foot ball kick the ball have a good idea
fly dinosaur
2. Find and match
kick---kicked have---had is---was
do---did get---got
Then Ss read it together.
3. New story.
1) Listen to the tape, then answer the questions.
2) Answer the questions.
Q: When was Tim and Dino play football?
How was the weather in that day?
3)Listen to the tapes, read and point.
4) Free talk, Find different words or sentences.
Teach: Tim kicked the ball too hard.
Why didn’t he fly to get the ball?
5) Read together, then answer the question.
Q: What did happened with Dino?
Homework: Listen to the tape and act.
Unit 11 Where did you go ?
Period 1
I .Teaching Aims:
1. Can control the new single phrase building, enjoy, toilet, Changsha Underwater World, Yuelu Academy, an aquarium;
2. Can hear to understand and will say this lesson dialogue;
3. Use" Where did you go?" Inquire the others pass by the some horary direction, and do the response to that inquiry.
4. Training the student loves passionately home town, love passionately the emotion of the motherland.
Two, teaching point and a little bit difficult
Point: Use" Where did you go?" Inquire the others pass by the some horary direction, and do the response to that inquiry.
A little bit difficult: This lesson livings the phrase, especially longer and single phrase.
Three, teaching preparation
Traveling the view orders and public place picture, single phrase card, teaching wall map, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
Teachers and the students send greetings to.
Game----.
Will be each to travel the view order and the public amenity picture stick on the blackboard, the teacher asks to living the answer, seeing the whose reaction quick.
T: What's the name of the place?
S1: It's the Window of the World.
T: And what's the name of the place?
S2: ¡
Step 2 Presentation and drill
1. Post notice the single phrase card Yuelu Academy, Changsha underwater world, an aquarium.
T: I had a trip yesterday and I enjoyed it very much.(The writing on the blackboard combines single phrase in teaching enjoy) Where did you go?
S1: Did you go to the Yueyang Tower?
T: No, I didn't
S2: Did you go to Zhangjiajie National Forest Park?
T: No, I didn't. I went to the Yuelu Academy, the Changsha underwater World and many other places in Changsha. I was so thirsty that I drank too much and I went to the toilet six times in an hour. Now, look at the tall building. What' s the name of the building? It's an aquarium. I saw many different kinds of fishes in the aquarium.
The side says that the side displays the picture one by one, the writing on the blackboard combines new single phrase in teaching building, toilet, Yuelu Academy, Changsha Underwater World, an aquarium.
2. Hearing the text b part records sound, following to read.
Step 3 Practice
1. Post notice text a parts of teachings wall map.
T: Boys and girls, I have a good pieces of news to tell you. Lingling came home.
Where did she go and how did she feel? Please listen to the tape and answer the questions.
Where did Lingling go?
Where did she have lunch?
What did she see?
What happened Dongdong and Mum go?
What happened to Dongdong?
2. Hearing the text a part records sound, following to read.
3. Sit at the same table the above problem in discussion, then choose a few students the answer.
4. The cent set practices to read.
5. The cent role performs.
Step 4 Consolidation
1. Establish the scene with the picture on the blackboard and a sentence construction for learning braves, free conversation.
S1: Where did you do yesterday?
S2: I went to Changsha.
S1: Did you go to the aquarium?
S2: Yes, I did.
2. Hear the text d part, follow to read.
3. Reply to say the text d part.
Step 4 Consolidation
Game---
The teacher says the verb original shape, the student speaks the homologous past tense quickly.
1. Small verse in parts of Englishs in e in text.
1) See the diagram, answer a question.
2) Hear the recording, follow to read.
3) Going together with the top action performs the reciting reads.
2. Evaluation.
3. Practice.
4. Homework.
1) Hear the magnetic tape, read the text.
2) Transcribe already verb original shape and its past tenses that learn.
3) Review the contents that this unit learn.
Period 2
A, teaching target
1. Can be well-trained to make use of" Where did you go?" Inquire the others pass by the some horary direction, and make the response to that inquiry.
2. Student who fosters the habit obeys the rules of the game.
Two, teaching point and a little bit difficult
Point: Well-trained application" Where did you go?" Inquire the others pass by the some horary direction, and make the response to that inquiry.
A little bit difficult: Each expression that travel the view orders.
Three, teaching preparation
A big paper in box, travel route diagram etc..
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing the English song" A little world".
Game ¡ª The sound of music
The teacher broadcast how many segments the music of the different melody, represent to travel differently the view order, let students developping to think the elephant well according to the melody, and answer a question" Where did you go just now?" " What did you see?" " What did you hear?"
3.Free conversation in a some interesting news( sees, smells, feels) for living inside in four people.
Step 2 Presentation and drill
Game---
S1: Where did you go yesterday?
S2: I went to the cinema. Where did you have your supper?
S3: I had my supper at home. What did you do yesterday afternoon?
S4: ¡
Step 3 Practice
Text c parts of activities.
1. The teacher demonstrates the game with the student.Two people distinguish in 10 small notes ascend wrote 0 place names, fold put in the big paper box, and wave paper box.Then two people took turns the take out takes the note combines its contents proceeds the question and answer.
T: Where did you go?
S: I went to the Changsha Underwater World.
2. The cent set proceeds the game.
3. Choice some a students performs.
Step 4 Consolidation
1. Group activity. Travel the free conversation in diagram in route in advance at full cockly.
S1: Where did you go?
S2: Guess, guess!
S3: Did you go to Zhangjiajie ?
S2: Yes, I did.
S4: Did you go to the Suoyi Caves?
¡
2. Establish the scene, free conversation.
Scene: Two old friends fortunes upon in the station.
Tim: Hello, Tom!
Tom: Hello, Tim!
Tim: What a surprise to meet you here. How are you going?
Tom: Very well, thank you. Where did you go?
Tim: I went to the Hunan Provincial Museum. There was an art exhibition. It was wonderful. How about you?
Tom: I went to Zhangjiajie. That' s a beautiful place.
¡
3. Evaluation.
4. Practice.
5. Homework. Hear the magnetic tape, read the text.
Period 3
A, teaching target
1. Can be well-trained to make use of" Where did you go?" Inquire the others pass by the some horary direction, and make the response to that inquiry.
2. Student who fosters the habit obeys the rules of the game.
Two, teaching point and a little bit difficult
Point: Well-trained application" Where did you go?" Inquire the others pass by the some horary direction, and make the response to that inquiry.
A little bit difficult: Each expression that travel the view orders.
Three, teaching preparation
A big paper in box, travel route diagram etc..
Four, teaching step
Step 1 Warming-up
1、Greetings
2、last Sunday free talk
Step 2 Presentation
textD
T : What’s the name of the place ?
S : It’s a toy shop .
T : And this ?
S : It’s a post office .
T ：Where did Linda go yesterday ?
S : Linda went to a shop .
……
1、pair work
2、writing
答案：1)Linda went to a toy shop .
2)Peter went to a post office .
3)Jane went to a cinema .
Step 3 Practice
textE
understand bank ,McDonald’s Restaurant
，T: Where did you go ? S: My dice shows 3 , I went to the market .
S : Where did you go ? T : My dice shows 4, I went to the Hunan Provincial Museum .
Step 4 Consolidation
writing。
Unit 12 What time did you see him?
Period 1
A, teaching target
1. Can control the new single phrase a strange man, a storeroom, television, glasses;
2. Can hear to understand and will say this lesson dialogue;
3. Can use" What time did you go?" Inquire time that some affairs occurrence, and do the response to that inquiry;
4. Train good habit that student with quiet attention observes.
Two, teaching point and a little bit difficult
Point: Control the new single phrase; Use" What time did you go?" Inquire time that some affairs occurrence, and do the response to that inquiry;
A little bit difficult: Hear to understand and will say this lesson dialogue; Single phrase a phrase of the about many righteousnesses.
Three, teaching preparation
Hair a like of a portrait an a card, teaching wall map, teaching magnetic tape etc..
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. The collective performance recite and reads small verse in parts of English in e in the tenth unit.
3. Free conversation.
T: What time do you get up/ have breakfast/ go to school/ do your homework/ ¡ every day?
S: ¡
Step 2 Presentation and drill
1. Post notice hair the chairman's head is like of.
T: Do you know him? Who's he?
S: He's Mao Zedong.
T: Yes. He's Chairman Mao, our great leader.
Post notice the portrait of the burglar.
T: Do you know him?
Ss: Sorry, we don’t know.
T: He's a strange man to you, isn't he?
Ss: Yes.
The writing on the blackboard combines single phrase in teaching a strange man.
T: Can you guess what the strange man is?
Ss: Maybe he is a ¡
T: He's a chief. Where does he want to go? (Post notice the single phrase card a storeroom) Maybe he wants to go a storeroom.
Board and teach the word" storeroom."
T: What does he want to steal? A television or a pair of glasses? (Post notice picture or real objects)
2. Hearing the text b part records sound, following to read.
3. Taking the problem hears the text a part recording.
What did the thief steal?
Where did he steal?
What time did he steal?
Board and teach" Where?" " What time?" " Steal what?"
Step 3 Practice
1. Hearing the text a part records sound, answering a question.
Who saw the man?
What time and where did Lingling see the thief?
What time and where die Peter see him?
What's the man like?
2. Hear one more time of recording, follow to read.
3. Four people a cent role practices.
4. Perform the dialogue.
Step 4 Consolidation
1. Establish the scene, free conversation.
Scene: The Dino swims because of the found of playing electricity, not only did not complete the homework, but also the second learns to be late in the sky. The teacher seeks him to talk.
T: Please come to my office, Dino.
Dino: Yes, Sir.
T: Why were you late this morning? What time did you get up?
Dino: I got up at about 8 o' clock.
Encouraging student's freedom develops the proceeding dialogue.
2. Evaluation.
3. Practice.
4. Homework.
1) Hear the magnetic tape, read the text, copy the single phrase.
2)This lesson dialogue plait the story says that hear family or friends.
3) The activity creation of the last week work and rest form.
Period 2
A, teaching target
1. Can make use of expertly" What time did you …?"Inquire time that some affairs occurrence, and do the response to that inquiry.
2. Can expresses with accuracy time;
Two, teaching point and a little bit difficult
Point: Make use of expertly" What time did you …?" Inquire time that some affairs occurrence, and do the response to that inquiry.
A little bit difficult: Use the preposition at with accuracy to expresses with the on time.
Three, teaching preparation
Clock, work and rest form, teaching magnetic tape etc.
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing the English song" Days of the week".
Step 2 Presentation and drill
1. Post notice the piece did not fill the over work and rest form.
T: This is my timetable of last week. What time did I get up last Sunday? I got up at 8 o' clock last Sunday. Now, you ask me and I'll finish the table.
S1: What time did you have your breakfast on Monday?
T: I had my breakfast at 7 o' clock on Monday.
¡
2. Going to school the rare work and rest watch proceeds the question and answer.
T: What time did you go to school on Tuesday?
S: I went to school at 7 o' clock on Tuesday.
T: …
Step 3 Practice
1. Sitting at the same table 1 set: two people completes text c parts of form, combine to drill, then the choice is some to make collective report.
2. A student who choose the sequence presses Sunday- Saturday to make collective report everyone a day movable circumstances.
3. Let a student play the Dino.
Present the Dino work and rest form.
Guiding students lifts to Dino to ask.
Step 4 Consolidation
1. Establish the scene, free conversation.
Scene: Dino father the go on field trip wants before he come down the detailed record in circumstance in work and rest of everyday. A week passed by, father went home, detailed inquired Dino a week activities.
2. Evaluation.
3. Homework. Use" What time did you …? to make sentences.
Period 3
A, teaching target
1. Can make use of expertly" What time did you …?"Inquire time that some affairs occurrence, and do the response to that inquiry.
2. Can expresses with accuracy time;
Two, teaching point and a little bit difficult
Point: Make use of expertly" What time did you …?" Inquire time that some affairs occurrence, and do the response to that inquiry.
A little bit difficult: Use the preposition at with accuracy to expresses with the on time.
Three, teaching preparation
Clock, work and rest form, teaching magnetic tape etc.
Four, teaching step
Step 1 Warming up
1. Teachers and the students send greetings to.
2. Sing the English song" Days of the week".
Step 2 Presentation and drill
1. Post notice the piece did not fill the over work and rest form.
T: This is my timetable of last week. What time did I get up last Sunday? I got up at 8 o' clock last Sunday. Now, you ask me and I'll finish the table.
S1: What time did you have your breakfast on Monday?
T: I had my breakfast at 7 o' clock on Monday.
¡
2. Going to school the rare work and rest watch proceeds the question and answer.
T: What time did you go to school on Tuesday?
S: I went to school at 7 o' clock on Tuesday.
T: …
Step 3 Practice
1. Sitting at the same table 1 set: two people completes text c parts of form, combine to drill, then the choice is some to make collective report.
2. A student who choose the sequence presses Sunday- Saturday to make collective report everyone a day movable circumstances.
3. Let a student play the Dino.
Present the Dino work and rest form.
Guiding students lifts to Dino to ask.
Step 4 Consolidation
1. free conversation.
2. Evaluation.
3. Homework. Use" What time did you …? to make sentences.
Unit 13 I came by plane
Period 1
一．Teaching aims
1．Learn the new words: a tram, a ferry, a helicopter, a train, on foot; poor, vehicle
2．Learn the dialogue.
3. Learn the sentences “How did you come here?” “I came by …”
二 Teaching impotent.
1. Learn the new words.
2. Learn the dialogue.
三 Teaching aids
Tape . recorder CAI
四 teaching steps
Step 1 Warming up
1.Greetings。
Make dialogue.
T: Look! What a busy traffic! What’s the name of the vehicle?
Ss: It’s a van.
T: And this?
Ss: It’s a car.
T: How do you go to school every day?
S1: I go to school by taxi.
S2: I go to school by bicycle.
S3: I go to school by bus.
S4: ……
Step 2 Presentation and drill
1．Write on the blackboard. home, school
T: This is my home. This is our school.
Bicycle from home to school
T: How did I come here? I came here by bicycle. How did you come here today?
S: I came here by …
Change bicycle into on foot.
T: How did I go home?
S: You walked home.
T: Yes, I went home on foot.
Teach on foot.
2．Teach a tram in the same way.
3．Find the cities on the map.， Changsha, Beijing, Dalian, Guangzhou, Xizang
4． Listen to the tape..
Game---A litter driver
Show the picture of the car and act the driver.
T: Now, let’s go traveling. You’re the drivers. Let’s go to Shanghai.
Step 3 Practice
1．Listen to the tape of part A。
2． Repeat the text.
2．Practice the dialogue.
3．Act the dialogue.
Step 4 Consolidation
1. Game---Guess, guess, guess!
T: Where did you go before?
S1: I went to Xizang last year.
T: How did you go there?
S1: Guess, please.
S2: Did you go there by bus?
……
2. practice.
3. Homework.
Period 2
一．Teaching aims.
1．Learn the new words. crowded, wheel, pay for, move
2．Finish the practice.
二 teaching impotent.
Make the riddles.
Finish the practice.
三 teaching aids.
Pictures tape recorder
四 teaching steps.
Step 1 Warming up
1．Greetings.
2．Make dialogues : How did you come to school?
Game---A little drive
Step 2 Presentation and drill
1．T: I came in a big and crowded vehicle. (action)It has many wheels.( action) I had to pay the driver one yuan.( action) Guess how I came to school.
S1: You came by car.
T: No, I didn’t.
2．Put the box on the chair.
T: Look! I move the box. The box is moving on the chair.
Learn the word move
T: Where is my name? My name is above the line. Where’s Dino’s name? His name is below the line.
Learn the word below
Step 3 Practices
1.make the riddles.
2.Read the riddles and guess it.
3.Read after the tape.
Step 4 Consolidations
1. Practice in the team..
2. Practice.
4. Homework.
Period 3
一．Teaching aims.
1．Usse the sentences.
2．Sing the song of the part D.
3. Finish the practice.
二 Teaching impotent.
Learn the sentences “How did …come…?” “…came by…”
Sing the song.
三Tteaching aids
Tape recorder picture
四 Teaching steps.
Step 1 Warming up
1. Greetings。
2. Guess the riddles.
Step 2 Presentation and drill
Finish the table.
| Character | Place | Types of Transport |
| Baobao | office | |
| Xiao Chen | library | |
| Tony | home | |
| Tim | school | |
| Helen | Changsha | |
| Jack | home |
S1: Did he go to work by bicycle?
S2: Did he go to work by bus?
S3: Did he go to work by car?
T: Yes, you are right.
……
Step 3 Practice
1.Talk about the table below.
2.Finish the practice.
3.Read the text together.
Step 4 Consolidations
1.part D
1) Learn the new words: round, wriggle, engine
2) Listen to the song of part E.
3) Sing the song together.
2. Practice.
3. Homework.
Unit 14 Peter made a kite with paper and bamboo.
Period 1
一．Teaching aims.
1．Learn the new words: bamboo, pen knife, string, pasted, pull, broke, gently; cut, next, finally, drew the plan, scissors, glue, tied…to…
2．Learn to use the words first, next, finally
3. Learn “with
三 Teaching aids.
glue strings pictures word cards tape recorder
四 Teaching steps.
Step 1 Warming up
1. Greetins。
2.Sing the song “ The wheels of the bus go round.”
Game---Guess, guess, and guess!
Guess, guess ,guess.
T: I can see something beginning with the letter “D” with my eyes. What is it?
S: Is it a door?
……
Step 2 Presentation and drill
1.Show a paper.
T: What’s this?
Ss: It’s a piece of paper.
T: What can you do with it?
S1: I can make a paper boat.
T: Yes, you can make a paper boat with it. Very good.
Write the word on the blackboard with.
S2: I can write with paper.
S3: I can draw with paper.
S4: ……
2.T: Yes. We can do many things with paper. Peter made a kite with paper and bamboo.
What materials should be prepared to make a kite? Scissors, pen knife, string, glue.
Learn the words gentle, broke
3. Listen to the tape and repeat.
4. T: Do you want to make a kite? How to make a kite? Now, please listen to the dialog and see how Peter made his kite.
Step 3 Practice
1.Listen to the tape of the part A.
2.answer the questrence
3.read the text together.
4.Repeat the text.
Step 4 Consolidation
1.Make dialogues.
2.Practice
3.Homework.
Period 2
一．Teaching aims.
1．Learn the new words: rag, chalk
2．Use “sb. Is doing sth. With sth”
二 Teaching impotent.
Use “sb. Is doing sth. With sth”
三 Teaching aids.
Chalks tape pictures
四 Teaching steps.
Step 1 Warming up
1 Greetings。
2 Dialogue.
T: What can we do with bamboo?
S1: We make a chair with bamboo.
S2: We make a bed with bamboo.
S3: ……
Step 2 Presentation and drill
T: What’s this? It’s a rag. What can we do with a rag?
S1: We can clean the window with a rag.
S2: We can clean the table with a rag.
T: What’s this? It’s a chalk. What can we do with a chalk?
S3: We can write on the blackboard with a chalk.
Step 3 Practices
Part D
1．Talk about the part D.
2．Write the sentences.
Step 4 Consolidations
Game---Dragon game
1．Practice
2．Homework.
Period 3
一．Teaching aims.
1．Learn the new words: straw, smell
2．Learn the words of the body.
3．Finish the part D.E.F
二 Teaching impotent
Learn the words of the body.
Finish the part D.E.F
三 Teaching aids.
Tape recorder
四 Teaching steps.
Step 1 Warming up
1Greetings。
2Game---Quick response
T: Touch your nose/ mouth/ ears/ eyes/ …
Game---Guess, guess, guess!
S1: I can see something beginning with the letter “B” with my eyes. What is it?
S2: Broom.
……
Step 2 Presentation and drill
1．T: You can see with your eyes. What can you do with your nose/ mouth/ ears?
Ss: …
T: What can you do with your mouth?
Ss: Eat and drink.
T: Yes, good. Can you drink with a straw?
Ss: Yes, we can.
2．Learn the word smell
Step 3 Practice
1．Part D
fly---flew write---wrote drink---drank cut---cut paint---painted eat---eat
2.Part E
Step 4 Consolidation
1．Part F
2．Practice
| 3．Homework. |
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