教学过程 While-task 1, Introduce: Invite on student to stand up. Point to the student. Say: He / She is your classmate. Point all the students: Say: They are your classmates. Write classmate on the board. 2, Invite a different to stand up Say: This is your classmate. What’s his / her name? To elicit: He’s / her name is …. Prompt the students to say: This is my classmate, …. Write the sentence on the board. 3, Invite individual students to come out. In groups of three, have the more able students introduce their classmates. Demonstrate, and then write the sentences. Say: This is our classmate, …. 课 后 笔 记
教学过程 6, In groups of four, have the students practice the dialogue 教学过程 Consolidation in their books. Let them choose which character they will play . Kitty, Ben, Eddie and Wendy Ask the groups to read aloud the dialogue in Look and Talk Adding the nouns. Hello, Peter. Hello, name. This is my friend. His name is … Hi, …, Hi, … Continue this practice until several dialogues. Using different nouns, have been completed. Write the dialogue on the board, leaving spaces. Ask the more able and average students to close their books. The less able students with brother, sister, friend. Classmate on stripe of card. Then use the cards to practice the dialogue. 7, Have the groups of students write cards with new names on. They nominate one student to hold the cards, the rest of the group then practice the dialogue in a role. Inserting nouns according to the cards being help up. They should take turns to hold the cards. Encourage the students to think up
At the stage Grammar Practise Book 4A, page 1 could be used to practice and consolidate the oral and written language in this section further. 课 Pay attention to the words: my, his, her, our 后 I’m ≠ my his ≠ he’s she’s ≠ her 笔 记
教学内容 Unit 1 Read a story 课型 New 教时 Using modals to talk about ability. 教学目标 Using verbs to describe actions. Using connectives to link contrasting ideas. 教具、学具Word and Picture Cards: jump, swim, run, dive, cook 教学过程准备 A. Preparation: 1, Pre-task Use: sing, write, draw to review: can ability Draw a chart on the board allowing space for students’ names. Say: I can write. Then tick write on the chart, and write your name. Invite individual students to come to the board and say what they can do (sing, write, or draw), then fill in the chart. 2, While-task procedure. 1) Put the word and picture cards on the boards in random order. Using mine. Introduce: run, swim, jump, dive, and cook. Invite individual student to come out and match the words and picture. Ask individual students to say what they can / can’t do. 2) Put up the wall picture on the board, covering the
sentences with pieces of white paper. Tell students that 教学过程 6) Ask students to cover Read a Story with a book. Ask students to read the statements in read and answer. Do numbers 1 and 2 with the students to help them understand the words “True and False ” Say: Supergirl Swim? To elicit: Yes, Supergirl can swim. It’s true. Write TRUE on the board. Do the same for number 2. Then leave your students to finish the rest of the exercises. 7) Distribute a copy of photocopiable page 1 to each student. Have students look at the picture on the page and think of what the animals can and can not do. 课 Pay attention to the sentences: 后 She can …, she can’t … 笔 记
教学内容 Look and Say 课型 Using modals to talk about ability 教时 教学过程 6) Make the game into a class activity. Allow ten students to walk around the class and interview three classmates 教学目标 Using interrogatives to ask “yes/No” questions to obtain simple responses 教具、学具Words and picture cards. 教学过程准备 Preparation Pre-task preparation Invite individual students to come to the board and choose a picture card and mime whether they can do or can’t do a particular action. The rest of the class say: He/She can/can’t … While-task procedure 1) Introduce: paint by miming a painting cation, then stick the word and picture cards on the board. Put the remaining pictures cards on the board. 2) Ask individual students: Can you …? And prompt your students to say: Yes/No. Write: Can you …? Yea, I can. / No, I can’t Ask other students whether they can do a certain thing
each time. Students are to find three classmates who can or cannot do a certain thing. Set a time limit for them to do the survey. 7) Invite individual students to repeat back to the class. Post-task activities 1) Workbook page 2 a) Have students look at Think and Write. Ask for the completed questions. b) Students write the questions and the answers. c) In pairs, have the students ask each other the questions. 2) My photo album. a) Distribute a copy of photocopiable page 2 to each student. Tell them that its is a child’s photo album. Ask them to help the child to write captions for the photographs. b) Encourage students to work in pairs to complete the 课 task. 后 笔 记
教学内容 Unit 2 How old are you 课型 教时 Using nouns to identify things. 教学目标 Asking ‘How’ questions to find out the age. 教具、学具Using daily expressions to express good wishes.Scissors and glue 教学过程准备 Preparations Pre-task preparation. 1. Draw a boy’s face and a birthday cake on the board. Add nine candles on the cake. Review: How old is he? To elicit: He’s nine. For less able students, review one to ten by drawing ten candles on the board. Write one to ten by drawing ten candles on the board. For average students, invite them to write the numbers in words for you. 2. Draw another boy and a girl on the board and repeat the above steps. For more able students, invite them to draw the cake and the candles and then ask their classmate to answer their questions. While-task procedure.
教学过程 2. Point at the children’s face’s on the board. Tell students that today is those children’s birthday. Say: He’s Paul. Today’s his birthday. He’s nine today. Happy birthday, Paul. To introduce: birthday and Happy birthday. For more able students, use guided questions to prompt them to say the above lines. For example, What’s his/her name? How old is he/she? Then, have the whole class say Happy Birthday, (name). 3. Play the cassette: Look and say. Students listen and follow in their books. 4. Play the cassette again. Have students listen and repeat. 5. Invite pairs of students to do simple role-plays using the dialogue. 6. Ask students to look at Alice’s picture in Ask and Answer. Count the candles with the students. 课 1. Pay attention the pronunciation: birthday, my birthday, Ask: How old is Alice? 后 your birthday. 笔 2. How old are you? 与 How are you? 区别 记
教学内容 Unit 2 A Birthday Party 课型 New 教时 1) Using imperatives to give instructs and directions. 教学目标 2) Identify main ideas. 3) Locate specific information in response to simple 教学过程 Post-task activity 教具、学具instruction or questions. Bring a big piece of card and an envelope. 教学过程准备 Pre-task preparation. 1. Draw Alice’s face on the board. 2. Tell the class that Alice is having a birthday party. Ask students to think about what they can see at Alice’s Party. While-task procedure 1. Use the drawings on the board to introduce new lexical items. For less able students, review the lexical items, students have learned in primary. 2. Play the cassette: Look and Say 3. Introduce: Blow by lighting a candle and blowing it out. Cut: Use a knife and cut a cake. 4. Play the cassette again. Students listen and repeat. Then invite groups of students to act the story in front of the class. Students then vote for the best group. 5. Tell students that they are going to make a birthday card. Ask them to read the instructions and look at the pictures
in making a birthday card. 课 后 笔 记
教学内容 Unit 2 Is this your bicycle 课型 New 教时 1. Using possessive adjectives to show possession 教学目标 2. Using interrogatives to elicit “Yes/No” response. 3. Identify key words in an utterance by recognizing the stress. 教具、学具4. Maintain an interaction by using formulaic phrases. Bring a big plastic bag and some smaller plastic bags. 教学过程准备 Pre-task preparation. Review possessive adjectives Carry a bag and walk around the class. Invite individual students to put a stationary item into your bag when you walk past. Put the collection on your desk. Pick one thing up and ask. While-task procedure 1. Play the cassette Students listen and follow in their books. Introduce: ride Encourage students to guess the meaning of it by looking at the pictures. 2. Play the cassette again. Students listen and repeat. Students then practise the dialogue in pairs. 3. Invite pairs of students to do the role-play in front of
教学过程 6. Give each students a copy of photocopiable page 7. Tell students that the DJ is helping his audience to say: Happy birthday to their friends / classmates. Have students choose the song they like so that they can fill in the form. For average and less able students, give more guidance. 7. Students then fill in the blanks in the DJ’s speech bubbles. For a mixed ability class. Have students work in groups to complete this photocopiable page. Have more able students fill in the cards and less able students fill in the speech bubbles. 8. For more able students, encourage them to form groups and take turns to act as the DJ and the audience. Or you can make it into a class activity by having two DJs in front of the class reading aloud the forms and the rest of the class writing their messages. 课 后 笔 记
教学内容 Unit 3 What Are You? 课型 New 教时 1. Using nouns to identify people, and events 教学目标 2. Recognize alliterative and rhyming words. 3. Open an interaction by eliciting a response. 教学过程 6. Prompt students to work out the meanings of fire and engine by pointing at the pictures on Students Book page 8. Point at the flame and say: 4. Predict the meaning of unfamiliar words by using context or 教具、学具Ask students to start collecting pictures of the firemen 教学过程准备 Pre-task preparation. Divide students into groups. Ask them to put pictures of the firemen fighting against the fire. Walk around the class and say. While-task procedure. 1. Students stay in groups. Use the word and picture cards to introduce: A fireman, a policeman, stick the cards on the board. 2. Ask students to find all the firemen and policemen in pay attention to these people’s uniforms. 3. Walk around the class and pick up the appropriate pictured from your students to introduce: A policeman, an ambulance man. Write the words on the boards. 4. Use your students’ pictures to introduce:
Firemen, policemen, ambulance men, policewomen. Look at the fire. Point at the fire engine and say: This is a fire engine, What color is it? 7. Introduce: telephone one, one nine by using a telephone and pressing one, one, nine in front of the class. Repeat as it is the first students have used telephone as a verb. 8. Play the cassette again, students listen and repeat. 9. Invite groups of students to read the rhyme aloud. 10. Play the cassette: Look and Say Students listen and follow in their books. 课 Pay attention the pronunciation: 后 Fireman, policeman, postman, waitress 笔 记
教学内容 Look and learn 课型 New 教时 1. Using nouns to identify people, animals and objects. 教学目标 2. Asking “WH-“ questions to find out a person’s 教学过程 Leard the sounds. 1. Play the cassette. Learn the sounds. identification 教具、学具 教学过程准备 Pre-task preparation Review: What’s he? He’s a policeman / fireman. Using the Word and Picture Cards. While-task procedure. 1. Introduce: a teacher a doctor a dentist a nurse a shop-assistant a waiter a waitress a cook a bus-driver a postman Using the word and picture cards. Stick the matching word and picture cards in pains on the board. 2. Invite individual students to come to the board and take away one picture cars each time. The other students try thin best to remember which word card pairs with which picture cards. 3. Have individual students come to your desk, choose a picture card and match it with a word cards on the board and give a picture cards to the students who is going to the matching instead of allowing the students to choose.
4. Talk away all the word and picture cards. Hold up a picture 2. Play the cassette again. 3. Invite individual students to read aloud the sentences. 课 后 笔 记
教学内容 Look and Say 课型 教时 Asking “WH-”questions to find out various kinds of specific 教学过程 教学目标 information about a person. Using nouns to identify people. 教具、学具 教学过程准备 Pre-task preparation 1. Review different jobs using the word and picture cards. 2. Hold up a picture card and ask: What’s he/she ? to elicit :He’s/She’s a… While-task procedure 1. Tell students what your parents do. 2. Walk around the class. Ask individual students: What does your father/mother do? Ask a few guided question to help students understand this question. 3. Play the cassette: Look and say. Students listen and follow in their books. 4. Play the cassette again. Students listen and repeat. 5. Have students work in pairs to do the pairs of students to act in front of the class. 6. Divide a copy of photograph page 10 to each students. Have students list out all the jobs, they have come across on the board. Ask students to interview their classmates and
find out what their parents do. Allow ten students to walk 课 后 笔 记
教学内容 Make and play 课型 New 教时 Using noun phrases to identify people. 教学目标 Asking simple questions to obtain “yes/no” responses. Use appropriate intonation in questions and statements. 教具、学具 教学过程准备 Pre-task preparation Mime a postman /a cook. While-task procedure 1. Students look at the instructions in “Make and play”. 2. Cut out the pictures from an enlarged copy of photocopiable page 11 and put them on your desk. 3. Distribute a copy page 11 to each group. Students cut out the pictures and then put the pile of pictures on the groups desk, face down. 4. Students take turns to choose a card and act. The ones who act, ask the other group members: What am I? Groups members make questions: Are you…? The actors then say: Yes, I’m a …or No, I’m not a …to invite other guesses. 5. Distribute a copy of photocopiable page 12 to each students. Show your students how to play the guessing game by finding the things which would be used by Hellen. 6. Students work in groups. Ask students to look at the
different objects at the bottom of the page and see if they 教学过程 课 后 笔 记
教学内容 Module2Me,my family and friend 课型 New 教时 Unit A new classmate 教学目标 1. Using nouns to identify different parts of the body. 2. Using common expressions to introduce oneself. 教具、学具 教学过程准备 Pre-task preparation. 1. Ask: Who are Kitty’s classmates? To review : classmates. 2. Tell students that Kitty has a new classmate. 3. Tell students that you are going to play the cassette. 4. Ask them to listen carefully and find out the name and the age of Kitty’s new classmate. While-task procedure 1. Play the cassette. 2. Ask: What’s the name of the new classmate? To elicit: Her name is ***. Ask: How old is she? To elicit : She’s ten years old. 3. Play the cassette again. Students listen and repeat. 4. Divide students into groups of four. 5. Invite groups of students to act in front of the class. 6. Divide students into groups of six. 7. Tell students into groups of six. Distribute a copy of
photocopiable page 13 to each group. Have each member make 教学过程 课 后 笔 记
教学内容 Look and say 课型 new 教时 Using nouns to identify different parts of the body. 教学目标 Identify main ideas. 教学过程 a) Distribute a copy of photocopiable page 16. b) Have students read the instructions and start drawing the . Locate spcific information in response to simple instructions 教具、学具or questions. 教学过程准备 Pre-task preparation 1. Review different parts of the body by asking students to sing the song. 2. Introduce : arm, finger, leg and foot by pointing at different parts of the body. Ask students to match the word and picture cards which show different parts of the body on the board. Students work in pairs to ask their partner to point at different parts of their body. While-task procedure 1. Have students read the instructions in make a puppet. Distribute a sheet of drawing paper to each students. Have them draw, cut out and make their own puppet. 2. Hold up your own puppet. Introduce your puppet using sentences similar to those or students book page 14. 3. Invite individual students to introduce their puppet to the class. Divide students into groups. 4. Now listen. Distribute a copy of photocopiable page 15 to
each students. c) students work in pairs to compare their pictures and make necessary corrections. d) Invite individual students to come to the board and draw the pictures. Consolidation 课 后 笔 记
教学内容 Ask and answer 课型 new 教时 Asking “WH-” questions to find out various kinds of specific 教学过程 Post-task activities 教学目标 information about a person. Using possessive adjectives to show possessions. 教具、学具 教学过程准备 Pre-task preparation. Review names of different objects by inviting students to name all the objects in Ask and answer. Point at a picture and ask. While-task procedure 1. Ask students to try to find the objects shown on page 16. 2. Stick your books on the board. Introduce: Whose by pointing at the first picture onpage16. Ask: Whose block is that? Is that Kitty’s? Is that Kally’s? To elicit: That’s Kitty’s block. Get a classroom object from each student. Put the collection on your desk. Walk to the back of the classroom. Invite a student to go to your desk and pick up an object. Point at the object and ask: Whose … is that? Encourage the whole class to answer:
That’s (a name)`s … 1. Workbook page 10. a. have students trace the lines to find at which object belongs to which character. Have students put the correct letter into each box. b. Students work in pairs to check their answers by asking and answering the questions. c. Students fill in the blacks individually. 2. Whose are they? a. Distribute a copy of Photocopiable page 17 to each student. Have student . Have students read the information box at the top of the page. b. Have students work in pairs to ask and answer and so find out the owner of each dress or uniform. c. Students complete the tasksheet individually. d. Invite pairs of students to do the role-play using the dialogues. The rest of the class check answers. Consolidation. At this stage Grammar Practice Book 4A page 15 could be used to practice and consolidate the oral and written language 课 used in this section further. 后 笔 记
教学内容 Unit2 How do you feel? 课型 new 教时 Using predicative adjectives to describe conditions. 教学目标 Asking simple questions to obtain “yes/no” responses. 教具、学具 教学过程准备 Pre-task preparation. 1. Review: happy, sad, hungry and thirsty Draw faces which show different feelings on the board. For example, say: You have a new toy. How do you feel? To elicit: I’m happy. 2. Introduce: full and tired by telling a story. For more able students ,invite an individual students to come to the board and help acting the story. Say: Tom runs. Tom swims. Tom dives. Tell the students who acts to sit on a chair and pretends to be tired. Say: Now he is tired. Write : He is tired. Say: He is hungry, too. Ask: A sandwich , Tom? A biscuit , Tom? An ice-cream , Tom? A chicken , Tom?
教学过程 4. Have students look at the pictures one by one. For example , say : Look at picture one. How does Kitty feel? To elicit: She’s happy. 5. Students work in pairs to ask and answer in the same way. Students tick the boxes in the table at the bottom of the page. 6. Divide students into groups of students do the rope-play in groups. Invite groups of students to act them to use other toys and food items to substitute those in the dialogue. 7. Students vote for the best group. Post-task activities. 1. Work book page 11. a. Have students look at the table in look and tick. Ask students to match the pictures with sentences by putting a tick in the correct box in each row. b. Students work in pairs to check answers. c. Ask students to look at pictures in look and write. Invite individual students to act as the characters and 课 后 笔 记
教学内容 Look and say 课型 new 教时 Using predicative adjectives to describe conditions. 教学目标 Using nouns to identify insects. 教学过程 9. Ask students to compare the story in Look and say the story in look and talk. Encourage students to write a complete story by adding extra sentences and recording the existing Locate specific information in a short text in response to 教具、学具questions. 教学过程准备 Pre-task preparation 1. Show the toy ladybird to the students. Introduce: afraid. Say: He is afraid. She is afraid. I’m not afraid. Write : afraid 2. For less able students, draw a scared face to help them understand the word .Review: ladybird. 3. Hold up the toy ladybird and ask: What is it? To elicit: It’s a ladybird. While –task procedure 1. Tell students that they are going to listen to a story about Kitty and Ben. 2. Play the cassette: Look and Say. Students listen and follow in their books. 3. Point at Picture 3. intro duce. a toilet. Write the word on the board and have students repent it after you. 4. Play the cassette again. Students listen and repeat. 5. Students work in pairs to read the sentences in Read and
write. They then put a tick against the sentences which are sentences. Take Picture 1 as an example. Write: The cat is hungry. The cat eats the dog’s biscuits. The dog is angry. On the board . For more able students, encourage them to tell the story by asking guided questions. 10. Divide students into groups. Distribute a copy of Photocopiable page 19 to each group. Have students discuss and write the story. For more able students, encourage them to draw the fourth picture to illustrate the story. 11. Invite a member from each group to read their story aloud to the class. 12. Mount your students work on the display board. Post-task activities. 1. Workbook page 12. a. Have students look at the pictures in look and write. b. Students fill in the blanks to complete the sentences individually. 课 c. Students work in pairs to compare their work.. 后 笔 记
教学内容 Unit 3 friends 课型 new 教时 Asking “WH” questions to find out a person’s indentity. 教学目标 Using the simple present tense to express simple truths. Locate specific information in response to simple instruction 教学过程 4. Invite individual students to write their sentences on the board. The rest of the class check answers. Consolidation 教具、学具or questions. 教学过程准备 Pre-task preparation. Show students three photograph of your friends. Number the photographs by putting a sticker on each of them. Hold the photographs in your hands and walk around the class. While-task procedure. 1. Have students look at the characters on students book page 20. Tell students that they are going find out who is the friend of each of the four main characters . 2. Have students focus their attention on the four characters at the bottom of the page. Make sure students know how to pronounce their names. Point at each of them and ask. 3. Play the cassette : Read and say. Students listen and follow in their book. 4. Students work in pairs to find out the friend of each main character. 5. Play the cassette again. Students listen and repeat.
6. Arrange students into groups of three. Distribute a copy At this stage Grammar Practice Book 4A page 19 could be used to practice and consolidation the oral and written language used in this section further. 课 后 笔 记
教学内容 Look and say 课型 new 教时 Using adjectives to describe people ,animals and objects. 教学目标 Using the simple present tense to express simple truths. Use modeled phrases and sentences to communicate with teacher 教学过程 the task sheet once again. Students discuss what they would like to write about most by putting ticks in the box. 教具、学具or other learners. 教学过程准备 Pre-task preparation 1. write : Age (How old is he/she?) Has he/she got a toy? Has he/she got a pet? What toy/pet has he/she got? Do you like his/her toy/pet? 3. Ask students to think of a friend in their class or in their school. Invite students to look at guided questions on the board and make a few sentences to describe their friend. While-task procedure. 1. Play the cassette. Students listen and follow in their books. 2. Play the cassette again. Students listen and repeat. 3. Students work in pairs and tell their partner something about their friends. They then think of a friend in common. Remind your students to look at the guided questions on the board again and think of some sentences to describe their
friend again. 10. Students work individually to decide the order of what they would like to write about. Ask students to use numbers. Students work in pairs to compare their work. Invite a few individual students to tell the class about their ordering. 11. Students start writing their piece of writing. 12. Arrange students into groups. Students share their work with their group members. Students are allowed to make corrections afterwards. 13. Mount your students’ work on the display board. Post-task activity Workbook page 15 a. Have students trace the arrows and lines to find out which box refers to which character first. b. Check answers with your students. c. Students work in pairs to look at each character and choose the correct words for each sentence. 课 d. Invite individual students to read aloud the 后 笔 记
教学内容 Read a story 课型 new 教时 Using adjectives to describe animals. . The mouse is brave. 教学目标 Using nouns/noun phrases to identify animals and objects. . His teeth are big and sharp. 教具、学具Discriminate between words with different initial sounds. 教学过程准备 Pre-task preparation Tell students that they are going to listen to a story about two animals. For more able students, ask them to list out names of different animals until they have got lions and mice written on the board, Circle the words and encourage students to describe lions and mice by asking guided questions. Say and ask; A lion. Is it big? Has it got a tail ? What color is it ? Can it jump?, etc. Pre-task preparation 1. review: teeth, sharp by drawing a lion’s head and a mouse’s head with sharp teeth sticking out. Review; happy, afraid, hungry by inviting students to change the facial expressions of the lion and the mouse on the board. 2. Play the cassette: Read a story. Students listen and follow in their books. Students then tick the boxes in Look and talk. 3. Put the Wallpicture: The lion and the mouse on the board.
Check answers by inviting individual students to tell you 教学过程 6. Divide the class into groups. Have each groups choose two book reports among the group members. Mount your students’ work on the display board. Learn the sounds 1. Play the cassette: Learn the sounds. Students listen and follow in their books. 2. Invite individual students to read the sentence aloud. Consolidation Oxford Storyland Readers My friend Bip could be used as an additional reading material. 课 后 笔 记
教学内容 Say and act 课型 New 教时 Using formulaic expressions to introduce oneself . Hello, my name is Sam. Using predicative adjectives to describe conditions 教学目标 . Judy, you’re very happy. Asking ‘yes/no’ –questions to obtain simple responses . Is bobby a rabbit? Using the simple present tense to express interests and 教具、学具preferences 教学过程准备 Pre-task preparation 1. Play a guessing game with students. Ask: What animal is it? It has two small eyes and tow long ears. It’s teeth are sharp and small. Ask individual students to make a few guesses before revealing the answer: It’s a dog. 2. Encourage students to make a few sentences describing animals, . A lion is big and strong. It’s teeth are big and sharp. While-task procedure 1. Play the dialogue on the cassette while students follow in their books. Students learn the content through listening. 2. Ask questions about the story, . What’s the dog’s name? What can we call the rabbit? Who’s her new friend? Is he a cat? What’s he like?
教学过程 课 后 笔 记
教学内容 Module 3 Places and activities 课型 New 教时 Using numbers to talk about quantity 教学目标 . There are seventeen chairs. Using nouns to refer to countable objects . exercise books 教具、学具 教学过程准备 Pre-task preparation Collect various classroom objects of different amounts, within one to ten, from your students. For example, one bag, two rulers, three boxes, four books, etc. Mix the things and put them on your desk. Invite individual students to come to your desk and count the number of a certain classroom object. Say: Count the … Individual students count and say, . Six rubbers. Have students write their answers on the board. While-task procedure 1. Divide the board into eleven boxes. Draw ten sweets in the first box. Say: One sweet, two sweets… Write: 11 sweets to 20 sweets underneath the other boxes. Invite individual students to draw the appropriate amount of sweets in each box. 2. Count the sweets in each box with the whole class to check your students’ work and introduce: eleven to twenty. Write: eleven sweets to twenty sweets in the right boxes.
3. Play the cassette: Look and learn. The students follow in 教学过程 9. Introduce: There are seventeen chairs. By writing it on the board. Play the cassette: Ask and answer. The students listen and repeat. 10. Distribute a copy of photocopiable page 25 to each student. For more able students, have them work in pairs to take turns to give instructions and count all the things in the picture. Encourage them to jot down the amount of each object given by their partner in numerals and check the answers later. Post-task activities 1. Counting Give each student a rubber band. Ask them to use the rubber bands to tie up things like pencils or rulers. Walk around the class and collect classroom objects from your students. Divide the class into groups, Give each group some of your collection. Draw a table on the board. Each group takes turns to tell the class what they have got on their group’s desk. You list out all types of things on the first row of the table. Each group then starts counting each classroom object. Have each group report back, . There 课 are … in our group. The second row of the table is for Group 后 笔 记
教学内容 Look and learn 课型 New Using nouns to identify objects. . hoops 教时 教学过程 While-task procedure 1. Use students’ pictures drawn in the Pre-task preparation to review: How many …? For more able “How” questions to find out the quantity . How many …? 教学目标 Asking Using the introductory “there” to express facts . There 教具、学具are…...(noun) 教学过程准备 Pre-task preparation Divide the board into five columns. Draw a big tree in each column. Write A above the first tree, B above the second tree and so on. a. For less able students, review: eleven to twenty by inviting five students to draw apples in the trees each time, . There are eleven apples in Tree A. There are fifteen apples in Tree B, etc. Repeat this two or three times until each of the numbers between 11 and 20 are practiced at least once. Write: eleven to twenty and put the relevant numerals next to the words. Have students repeat after you. b. For intermediate students, ask them to draw different kinds of fruit in different trees, . There are twenty oranges in Tree A. There are sixteen bananas in Tree B, etc. Write : 11 to 20 on the board. Have students write the numbers in words next to the numerals. Have students read aloud the words.
students, rub out students’ sentences on the board before you do the following. You might like to increase the amount of a certain kind of fruit in each tree to make sure that students are not memorizing the answers. Write the question on the board. Say: Count the …How many …? To elicit: There are… 2. Introduce: rope and hoop by showing the students a rope and a hoop. Say the words and write them on the board. The students repeat. 3. Play the cassette : Look and learn. The students listen and repeat. 4. Have students circle the hoops? To elicit: There are seven hoops. 5. Play the cassette : Ask and answer. The students follow in their books. 6. Play the cassette again. The students listen and repeat. 7. Have students count each item in the picture and fill 课 in the blanks. Then invite a students to ask a question 后 笔 记
教学内容 Ask and answer 课型 new 教时 Using nouns to refer to more than one object. . How many stars? 教学目标 Using the introductory \"there\" to express facts . There 教学过程 Learn the sounds 1. Play the cassette: Learn the sounds. The students listen. are…..(quantity). 教具、学具 教学过程准备 Pre-task preparation 1. Review the shapes learned in Student's Book3A by drawing a circie , a star, a square and a triangle on the board. Ask: what shape is this ? to elicit: It's a circle, etc. For more able students able students, encourage them to write, . It's a triangle. Under the correct shape. 2. Introduce : rectangle, as an addition to the shapes students have learned. While-task procedure 1. Have the students look at the picture in Ask and answer. Invite students to list shapes that they can see in it. 2. Play the cassette: Ask and answer. Students listen. 3. Write and ask: How many stars? Count the stars in the picture with whole class to elicit: There are fourteen. Write: There are fourteen. On the board. Then, write: There are fourteen stars. On the boards as well. 4. Have students count the number of triangles, circles (trees)
and rectangles (big blocks, not counting the lines on the 2. Play the cassette again. The students repeat. Post-task activities 1. Drawing (shapes) a. For less able students, first prompt them to make a Christmas tree using three triangles, one rectangle, one square and one star. They can then odd other things they like in the picture. b. For intermediate students, encourage them to draw a dog on the board using different sizes of the eyes, different sizes of add stars above the dog's head, either to make it look like a dog fainting or a dog looking at the stars in the sky. c. For more able students, use the above two combinations of shapes as examples, and encourage them to make their own picture. 2. Workbook page 18 Consolidation 课 后 笔 记
教学内容 Unit 2 Food 课型 New 教时 Using noun phrases to refer to the quantity of something. 教学目标 . A small packet of sweets, please. Using nouns to identify things .. crisps 教具、学具Using \"How\"questions to find out the prices. . How much is it ? 教学过程准备 Pre-task preparation 1. Review: sweets, an ice-cream, a cake, a sandwich and biscuits using the Word and Picture Cards. 2. Introduce: large and small by drawing a large and a small cake on the board. 3. Write: A packet of … on the board. Introduce: A packet of … by showing students a packet of sweets, biscuits and crisps of different sizes. 4. Write: A large/small packet of … on the board. Hold up two packets of sweets and prompt your students to point and say: A large packet of sweets, a small packet of sweets. 5. Introduce: water by pouring a little bit of water into a bowl. Introduce: juice by cutting an orange and a lemon into small pieces and squeezing the juice into the bowl. 6. Hold up a large and a small bottle of juice/water and prompt your students to say: A large/small/bottle of juice/water. While-task procedure
1. Put a sticker on a packet of food. Say: How much is it? Use 教学过程 4. Invite two students to act as Eddie and Wendy. You act as the shop assistant. Use the dialogue and the price list in the book to do the role-play. 5. Divide students into groups of four. Distribute one copy of Photocopiable page 29 to each group and one copy of Photocopiable page 30 to each student. Students fill in a price they like for each item (within ￥1 to￥20) and use the price when they act as a shop assistant. Each student choose three items and writes them down to make their own shopping list. Students use the list when they act as customers. 6. Students who act as the customers in each round are to find out the total amount they spent each time. Students are required to write down the answer in numerals only (most probably over ￥20 and only one to twenty have been introduced in words so far ). For more able students, ask them to find out in which shop they spent least and in which shop they most. Remind students to give a name to their shop. Post-task activity Workbook page 19课 后 笔 记
教学内容 Look and Read 课型 Using nouns to identify objects . bread New 教时 教学过程 6. Invite individual students to come to your desk. Give him/her a shopping bag. Have students close their eyes and count from one to twenty together. The student with the shopping bag puts Asking ‘Wh-‘ questions to find out various kinds of specific 教学目标 information. . What have you got, (name)? Using attributive adjectives to show quantities 教具、学具准备 教学过程 Pre-task preparation 1. Review: water, and introduce: bread, jam, chocolate, sugar, butter, coffee, milk using the Word and Picture Cards. Introduce: fruit by drawing different kinds of fruit on the board. Use realia to introduce: flour. 2. Write: a packet of sugar and some sugar on the board. Underline the word some. For more able students, write: a loaf of bread, a carton of milk, etc. in column A and write some bread, some jam, etc. In Column B. Put the relevant picture cards in column C. While-task procedure 1. Tell students that Mrs. Li, Ben and Kitty are in the supermarket. Ask students to see what is in Kitty’s trolley. 2. Play the cassette: Look and read. The students follow in their
any five items of food they like from your desk, into the bag. Then the class asks: What have you got? The student with the bag answers: I’ve got some … some … some … some … and some … Repeat the practice several times. 7. Put all the wrappers/pictures on the group’s desk. Then students mix the things on the desk with their eyes closed. Each student takes it in turn to get his/her things back and say: I’ve got some … some … some … and some ... etc. The rest of the group check whether that group members is taking the right things back. Post-task activities 1. What has Mrs. Li got? Distribute a copy of Photocopiable page 31 to each student. Have students look at the picture carefully and find out what Mrs. Li has got Students work in pairs to complete the task sheet. 课 Invite students to draw and write the food items that Mrs. 后 笔 记 教学内容 Unit3 a class picnic 课型 New 教时 Using nouns and quantifiers to identify things. . a pair of 教学过程 What’s Eddie got? To elicit: He’s got… 教学目标 sunglassws Using “Wh- ”questions to find out specific information. 教具、学具 . What’s Kitty got in her bag? 教学过程准备 Pre-task preparation 1. Review: What have you got,(name)? By pointing at a student’s pencil case, to elicit: I’ve got a ruler, some pencils, etc. 2. Write: School picnic on the board. Invite students to list things that they are going to bring for the picnic. Use the word and picture cards as cues. For intermediate and less able students, allow them to draw the objects if they do not know the words. For more able students, ask them to do both if they like. 3. Introduce: a sketch-book , a pair of sunglasses and a camera using the realia. Use student’s drawing as well if they have got these items draws on the board. While-task procedure 1. tell students that Miss Fang and her students are going to go on a picnic. Miss Fang is checking with the children whether they have brought certain things or not. Ask students
to find out what each character has got. 7. Ask students to think sensibly and write down things that they are going to bring for the picnic. Students work in pairs to compare their lists and see if they would like to add or take away anything from their list. Every two pairs form a group. For example, students 1 and 2 are in pair A. students 3 and 4 are in pair B. Each pair exchange their lists and tell the other pair what his/her partner has got. Post-task activity Workbook page 22 1 Read the names of the items at the top of the page with the class. 2 Have the students look at the first question. Read the question together. The students look at the picture to complete the answer. 3 In pairs students look at the picture and name the items. Then they practise asking and answering the questions. 4 check the answers orally, then have the students 课 complete the exercise in writing. 后 笔 记
教学内容 Look and learn 课型 New 教时 Using nouns to identify objects. . they’re in the aviary. 教学目标 Asking “wh-”questions to find out the position. . Where are the birds? 教具、学具Using prepositions to indicate position 教学过程准备 Pre-task preparation Review the prepositions: in, on, under using a book and a box. Place the book on the box so that the students can see the action. Say: Where is the book? To elicit: It’s on the box, etc. While-task procedure 1. Write: Park at the top of the blackboard. Draw some trees and a playground on the board. Review: trees, playground using the pictures and write the words on the board. 2. Draw a pond, a fountain, a plant house and an aviary on the board. Write the words on the board. 3. Play the cassette: Look and learn. Students listen. 4. Play the cassette: Look and say. Students listen. 5. Students work in pairs. Have them take turns to ask and tell where the things and the characters are in the picture using the dialogue in Ask and answer. 6. Ask: Where’s the …?/Where are the …?/Where’s …? To
elicit: It’s/He’s/She’s/They’re … Invite individual 教学过程 Post-task activity Workbook page 23 1. Ask the first question. The students find the fountain and read the answer 2. have the students complete the remaining exercises orally, then write the answers. Consolidation At this stage Grammar Practice Book 4A page 29 could be used to practise and consolidate the oral and written language in this section further. 课 后 笔 记
教学内容 Look and read 课型 new 教时 Using imperatives to express prohibitions. . Don’t pick the 教学过程 ducks, on the board. Ask students to design and 教学目标 flowers! Using imperatives to give instructions. . Close the gate. 教具、学具Using verbs to describe actions. . Don't feed the birds. 教学过程准备 Pre-task preparation 1. open the door of the classroom. Draw a sign: Close the door on the board. Say and write: Close the door. Prompt an individual students to close the door. Introduce: a sign. Students are only required to learn sign as a passive vocabulary item. 2. Draw other signs in look and read on the one side of the board. 3. Draw a park scene on the board. Ask students to copy the signs you have drawn on the board and put them in the right places in the park. For more that they might find in a park. While-task procedure 1 play the cassette: look and read. Students listen and follow in their books. 2 Introduce : feed by drawing a match- stick
figure throwing popcorn on the ground, draw these two signs in the appropriate place in the picture in their student’s book. 6. distribute a copy of photocopiable page 36 to each students. Have students work in pairs to take turns to act as Ted and Kate and match the signs with the meanings. Students then work on their own and complete the task sheet. For more able stud ents, encourage them to think and tell the class where they can find the signs in the task sheet. For example, say: Where can you see sign A ? to elicit: I can see sign A in a park/my school, etc. Post-task activity Workbook page 24 1. .Read the first example, then have students complete the exercise by writing the appropriate prohibition or notice below each picture. 2. Check the answers orally. 课 后 笔 记
教学内容 Module 4 the natural world 课型 New 教时 Using nouns/noun phrase to identify people, animals and places. 教学目标 . On his farm, he has three sheep… 教具、学具 教学过程准备 Pre-task preparation Review: pigs and chicks. For more able students, use riddles to elicit the words, . It is big. IT is fat. It has a big . encourage students to draw the animals on the board. For intermediate and less able students, write the first leteer of the words on the board or use pictures as cues. Introduce: ducks by reviewing duck. Use word and picture cards to introduce: cows, sheep can be used sa both singular and plural. While-task procedure 1. Put all the animals mentioned in pre-task preparation together and draw a circular fence around then on the board. Point at these animals and say: The ducks, the cows, etc. Are animals you can find on a farm. Introduce: farm. For intermediate and less able students, use picture as well. Say: this is Old MacDonald’s farm. Ask students
教学过程 4 play the cassette again. Students listen and decide whether the statements are true or not. 5 Play the cassette for the third time. Have students sing along. Pause at relevant places and check answers with the students. For more able students, encourage them to jot down the false statements into true statements. Encourage individual students to read aloud their sentences. 6 Divide the class into six groups. Have each group sing for the part of a particular animal. Encourage students to think of certain movements to represent each animal. Play the cassette for the last time. Have students sing and act. 7 Groups of students take turns to stand up, sing and act without the cassette. Post-task activity Workbook page 25 1. have students look at the picture in Count and write and name the animals. 课 后 笔 记
教学内容 Read and tick 课型 New 教时 Using nouns/noun phrases to identify people, animals and objects 教学目标 . Here’s some hay. Asking “Wh-’questions to find out various kinds of specific 教学过程 Now listen! The tasksheet for this listening activity is to be found on Photocopiable page 39. students are required to tick the animals 教具、学具information about an animal. . What do ducks like? 教学过程准备 Pre-task preparation Play the song: Old MacDonald has a farm to review names of farm animals and the name of the farmer. For more able students, introduce some more farm animals. While-task procedure 1. have students look at the pictures in Read and tick. Ask: What animals can you see? To elicit : I can see horse, etc. Have them find out what kind of animal is d what kind of animal is in the song but missing in the picture(chicks) 2. use word and picture cards to introduce: hay, grass and corn. 3. play the cassette: Read and tick. Students listen and follow in their books. 4. students tick the boxes to show what each animal eats.
on Uncle Bob’s farm and circle the amount of each kind of animal. Tapescript Post-task activity Work page 26 Consolidation At this stage Grammar Practice Book 4A page 30 could be used to practise and consolidate the oral and written language in this section further. 课 后 笔 记
教学内容 Unit2 More insects and plants 课型 new 教时 Using nouns to identify animals…a,g, ten green frogs 教学过程 9. Give students fifteen seconds to remember what is in the picture. Have students close their books. Ask: What do frogs like? To elicit: They like … Remind students to use plurals. 10. Divide students into groups. Give a big piece of drawing paper 教学目标 Using the simple present tense to express simple truth,e,g, They like flies. Asking “Wh-”questions to find out various kinds of specific 教具、学具 教学过程准备 Pre-task preparation Say riddle: It is small. It has big eyes. It can jump and swim. It eats flies. It is green. What is it? To elicit: it’s a frog. For intermediate and less able students, write the first letter “f” on the board as cue or tell your students it is a four-letter word. While-task procedure 1. introduce: a log by drawing one on the board. Write the word on the board and have students repeat after you. 2. have students look at the picture in sing a song. Say: count frogs in the picture. How many frogs ? to elicit: ten frogs. Ask: Where are the frogs? To elicit: They’re on a pond. They’re on a log. 3. play the cassette: sing and song. Have students listen and follow in their books. 4. play the cassette again. Have students listen and sing along. 5. divide the class into ten groups, have each groups sing a
paragraph with the cassette. to each group. Ask each group to divide the paper into two equal sections as if it was the spread of a book. Have students write and draw what frogs look like, what they can do and what they like to eat. Write guided questions, . what colour are they? Are they big or small?, etc. for the less able atudents. While-task procedure 1. Make a model a. Distribute a copy of Photocopiable page 43 to each student. Have students cut out the frogs at the bottom of the page. b. Students stick the ten sitting frogs on the log in the picture. c. Students stick the ten swimming frogs in the water. They tehn fold up the paper along the dotted line. (To hide the swimming frogs ate the moment). 课 d. Play the cassette: Sing a song. Students listen. 后 笔 记
教学内容 课型 new 教时 教学目标 教具、学具 教学过程准备
教学过程 课 后 笔 记
教学内容 课型 new 教时 教学目标 教具、学具 教学过程准备
教学过程 课 后 笔 记
教学内容 课型 new 教时 教学目标 教具、学具 教学过程准备
教学过程 课 后 笔 记
教学内容 课型 new 教时 教学目标 教具、学具 教学过程准备
教学过程 课 后 笔 记
教学内容 课型 new 教时 教学目标 教具、学具 教学过程准备
教学过程 课 后 笔 记
教学内容 课型 new 教时 教学目标 教具、学具 教学过程准备
教学过程 课 后 笔 记
教学内容 课型 教时 教学目标 教具、学具 教学过程准备
教学过程 课 后 笔 记
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