Content Aims Oxford English 1B M1U1 Look and see（1） 1. Using nouns to identify small animals e.g. frog, rabbit, bee, bird 2. Using numbers to count e.g. one, two three 3. Using the key pattern to introduce oneself e.g. I am a … Language focus 1. Using nouns to identify small animals 2. Using numbers to count 3. Using the key pattern to introduce oneself Teaching aids Cassette, Wall picture, Several paper cut-outs of animals Procedures Procedure Content Method Purpose Pre-task 1. Show a park. 1. Show a picture of a park to the preparation students. Ask them what they see. T: Look, what can you see? A frog, a bee… 2. Guessing. 1. Mime the small animals and let students guess what the animals are. T: What am I? (Mimes) Yes, I‟m a rabbit. While-task 1. Miming. 1. Ask the students to say and procedure mime the actions of the animals. 2. Rhyme. 1. Teach the rhyme on Student‟s Book page 2. 3. Say and act. 1. Divide the class into pairs. Ask them to act as an animal and let the partner guess what animal it is. A: Are you a rabbit? B: Yes, I‟m a rabbit. / No, I‟m not a rabbit. 4. Guessing game. 1. Use the paper cut-outs. Show the students some parts of the small animals and ask them to guess what the animals are. The students can play this guessing game in groups. A: What is it? B: It‟s a bee. Post-task activity 1. Make a mask and a dialogue. 2. Act the rhyme. 3. Listen and tick. 4. Act and guess. 1. Ask each student to make a mask of an animal. 2. Ask them to put on their masks and make a dialogue with their partner. A: Hello. I am a bee. I am small. B: Hi, I am a frog. I am green. 1. Ask the students to say and act the rhyme on page 2. 1. Ask the students to do Part A‟ Listen and tick‟ on Workbook page 2. Then have them work in pairs to introduce each animal. A: It‟s a … B: It‟s a … 1. Have the students do Part B „Act and guess‟ on Workbook page 3 and then ask them to do an activity like this in groups. 复习上学期英语字母，是本学期开始的关教 键。 学 反 思 板 书 设 计 Unit 1 Look and see look see frog bee rabbit bird I am a frog. Oxford English 1B M1U1(2) Content Aims Language focus Oxford English 1B M1U1 Look and see（2） 1. Asking wh-questions to find out what people see e.g. What do you see? 2. using formulaic expressions to indicate what people see e.g. I see a … 3. Using nouns to identify small animals e.g. frog, bee, rabbit, bird 4. Using indefinite articles to refer to particular animals e.g. a bird, a bee 5. Asking wh-questions to find out the colours of objects e.g. What colour is it? 6. Using adjectives to identify colours e.g. It is red. Cassette, Wall picture, Several paper cut-outs of animals Procedures Content Method 1. Look and listen. 1. Show the students the wall picture of page 3. 2. Ask the students to listen to the dialogue. Teaching aids Procedure Pre-task preparation Purpose 2. Elicit the key pattern What do you see? I see … 3. Elicit the story. 1. T: (Holds up a toy monkey) What do you see? S: A monkey. T: Yes, you can say „ I see a monkey‟. 1. Elicit the story by having the students listen to the dialogues on page 4. 2. Ask questions to make sure that the students get the general meaning. T: What does Kitty see? What colour is it? … 1. Ask the students to listen to and repeat after the dialogue on page 3. 2. Have the students practice the dialogue with you several times. While-task procedure 1. Listen and repeat. 2. Pair work. 3. Listen, colour and answer. 4. Practise page 5. 1. Show the paper cut-outs of the animals. 2. Have the students practise in pairs. T: ( Shows a toy monkey) What do you see? Ss: I see a monkey. 1. Ask the students to do Part C „Listen, colour and answer‟ on Workbook page 4. Post-task activity 1. Have the students look at the pictures on page 5. 2. Then have them practice in pairs. A: What do you see? B: I see a … It‟s … 1. Act out the dialogue. 1. Ask the students to act out the dialogue on page 3 or 4. 2. Colour, ask and 1. Ask the students to do Part D answer. „Colour, ask and answer‟ on Workbook page 4. 2. Then ask several pairs to act it 3. Stick and dialogue. 4. Draw a small animal and talk about it. 板 书 设 计 Unit 1 Look and see What do you see? I see a … What colour is it? It‟s … out. 1. Stick the paper cut-outs of the animals round the classroom. 2. Ask the students to walk round the classroom and ask each other questions. A: Hello. B: Hi. A: What do you see? B: I see … A: What colour is it? B: It‟s … 1. Ask the students to do Task „Draw a small animal and talk about it‟ on Workbook page 5. 2. Them have them talk about their pictures in groups. 可以编成儿歌的形式来复习句型。 教 学 反 思
Oxford English 1B M1 U2 Listen and hear
Module 1 Unit 2 (Period 1) 1) To learn the new words: sheep hen cat dog 2) To ask Wh-questions to find out what people hear e.g.: What do you hear?” 3) To use formulaic expressions to indicate what people hear Aims e.g.: “I hear a sheep.” 4) To use formulaic expressions to indicate what noises animals make e.g.: Oink…Oink 5) To take care of the animals. 1) To learn the new words: sheep hen cat dog 2) To ask Wh-questions to find out what people hear Language focus e.g.: What do you hear?” 3) To use formulaic expressions to indicate what people hear e.g.: “I hear a sheep.” Teaching aids Picture, multimedia, cards, etc Procedures Step Contents Methods Purpose 1. Sing a song. 1. Sing a song. 歌曲使学生集2. Rhyme. 2. Ss: Say and act the rhyme 中注意力，迅速进入学习状Pre-task < 1B M1 U3 Taste and smell Content Aims M1 U3 Taste and smell ( Period 1) 1. To learn the new words: rice soup egg noodles. 2. To use imperatives to give simple instructions. e.g., Soup, please. 3. To communicate with others. 1. To learn the new words: rice soup egg noodles. 2. To use imperatives to give simple instructions. Multimedia, cards, etc Procedures Teacher‟s activities Students‟ activities Purpose 1. Sing a song /Bingo / 1. Sing a song 活跃课堂气氛 2. Rhyme. 2. Say the rhyme 儿歌复习旧知 Apple pie, banana pie, we learn last term. pizza and cake, pizza and cake… 1. W hat do you like to eat? 1. hamburger, banana… 由上学期所学 的食物，引出2. I like to eat eat 1. To learn yummy, yummy, hamburgers, yummy, yummy, nice, nice. yummy, nice, yummy. nice.配上动作，I like to eat eat cakes, nice, 更生动些。 nice. 2. Learn rice.(Say the word one by one.) 3．(media) 用开火车等形 Look, rice. 式来巩固新知。 4. Say the rhyme together. 4. Rice, rice, yummy, 用朗朗上口的 yummy. 儿歌来巩固知 Rice, rice, nice, nice. 识，激发兴趣， 也为下节课的5. Ss: Soup. 5．What do you see? 学习打下伏笔。 Learn „I like soup.‟ I like soup, and you? Learn the rhyme: „I like soup, yummy, yummy. I like soup, nice, nice.‟ 6. I like soup, and I like 6. Learn noodles. noodles, too. S1: I like noodles. Who like noodles? 7. Learn egg. 7. What‟s this? Say the rhyme together. It‟s an egg. Egg, egg, yummy, yummy. Language focus Teaching aids Step Pre-task preparation Post-task 通过语境的创activity 设，让学生进行 语言的交流，提 S: ,please. 高实际运用语 S: Thank you. 言的能力。 Assignment: rice soup egg noodles 板 教 I like… 书 学 设 反 计 思 Content M1 U3 Taste and smell (Period 2) 1. To use nouns to identify food items. Aims 2. To use imperatives to give simple instructions. e.g., Taste the… Smell the… 3. To use imperatives to give simple instructions. e.g., Soup, please. 4. To use imperatives to give simple instructions. e.g., Taste the… Smell the… 5. To use modeled phrases to begin and maintain an interaction . Language focus To use imperatives to give simple instructions. e.g., Taste the… Smell the… Teaching aids Multimedia, cards, etc Procedures Step Contents Methods Purpose Pre-task 1. Sing a song. 1. Sing a song 活跃气氛，复习旧知preparation 2. Daily talk. 2. Answer the 识。 e.g., questions. Touch your nose, please. What do you like? Can I help you? While-task 1. Tom, Alice, 1.（media） procedure father and mother 熟悉情境，了解人 Who are they? 物。 2. rice, noodles, fish, meat, soup… 2． What do you see on the table? 3. To learn Egg, egg, nice, nice. 8. What is missing? 9. Listen to the tape and read together. Now we are in the restaurant. I‟m the waitress, you are the customers. T: Can I help you? T: Here you are. Read the book of page 10. 8. Boys say, girls say. 由听、说到读，逐步培养学习能力。 Post-task activity Assignment: 板 书 设 计 3. W hat is Alice doing? Smell 3. (All kinds of food) Smell the food. It‟s nice. Smell the banana. Smell the… T/S S/T S/S 5. , smell the banana. , taste the banana. Eat the banana. Eat the… T/S S/T S/S 6. Listen to the tape and read together. Make a short dialogue with „Taste the… Smell the…‟ smell. (Say and do the action.) Say it one by one. 4.Say „It‟s nice.‟ Say the centences. 5.S: Smell and taste. Learn taste. (Say and do the action.) Say it one by one. Say the centences. 单词较难，运用动作、开火车等多种形式，加强巩固。 在对话中配上动作，由助于学生理解掌握知识，激发学生学习的兴趣。 S1: Can I help you? S2: , please. S1: Here you are. S2: Thank you. S1: Taste/Smell the… S2: Yummy, yummy/ It‟s nice. 努力尝试在语境中进行语言的交流，提高运用能力。 1. Read the book of page 10. 2. Say the sentences you learn today when you have dinner. Smell the… 教 Taste the… 学 反 思 1B M1 Revision Content Using my five senses (Period 1) 1. To use nouns to identify animals. e.g. frog, sheep 2. To use colours or sounds to identify animals. 3. To ask wh-questions to find out what people see or hear. e.g. What Aims do you see/hear? 4. To use formulaic expressions to indicate what people see or hear. e.g. I see/hear… 5. To protect the animals and protect ourselves. 1. To use nouns to identify animals. e.g. frog, sheep 2. To ask wh-questions to find out what people see or hear. e.g. What Language focus do you see/hear? 3. To use formulaic expressions to indicate what people see or hear. e.g. I see/hear… Teaching aids Multimedia Procedures Step Contents Methods Purpose Part 1 1.Warming up Greetings 通过歌曲营造英Sing a song (Bingo) 语学习氛围。让学Say and act 生在轻松的语言( Page2 --Rhyme) 环境中回顾复习内容。 Part 2 Review the words 1. Ask and answer 情景中的问答既about the animals (Show the picture of a zoo) 复习巩固了单词and sentences Q: What do you see in the zoo? 和句子，又使表达---What do you see? What colour is it? 有了语境意义。 ---I see… (Show the picture of a farm) 词形Q: What do you see on the farm? 通过说儿歌，和词义配对等学 What colour is it? 习活动，帮助学生 How many…? 巩固单词音、形、2. Matching game (Match the pictures and words.) 义的联系；模仿编3. Listening games 儿歌，则初步培养a. Listen and choose the picture 学生在语境中运you can‟t hear. 用所学单词的能b. Listen and judge. 力，并巩固了本单4. Make rhymes. 元的重点句子。 e.g. See, see, What do you see? Frog, frog, I see a frog. Colour, colour, What colour is it? Green, green, It‟s green. Review the sounds 1. Guessing game 通过听各类动物animals make and What do you hear? 的叫声，复习动物the sentences (What 2. Say the rhyme 类单词和hear的do you hear? I (Workbook page 6) hear…) 3. Make a rhyme Part 3 1. Riddles about animals 2. Look and say Listen and guess Look and say 句子。 朗诵和创编儿歌的学习活动使单词和句子有了结合。 通过听四则有关动物的谜语，培养学生初步理解小语段的能力。通过图文结合的形式，让学生尝试表达完整的语句。 Part 4 板 书 设 计 1. Listen and follow the tape P2-9 2. Draw an animal and describe it at least three sentences What do you see? I see... 教 学 What do you hear? I hear... 反 思 1B M1 Revision Content Using my five senses (Period 2) 1. To use nouns to identify food items. e.g. soup, noodles 2. To use imperatives to give simple instructions. e.g. Taste/Smell… Aims 3. To act out the short dialogue at the restaurant. 4. To educate the pupils to be polite to the others and not to waste food. 1. To use nouns to identify food items. e.g. soup, noodles Language focus 2. To use imperatives to give simple instructions. e.g. Taste/Smell/Touch… Teaching aids Multimedia Procedures Step Contents Methods Purpose Part 1 1.Warming up Greetings 快速反应游戏能Quick Response 让学生快速进入(Listen and act) 学习状态，也是对Sing a song 本单元句子的复(Food I like) 习。 以歌曲形式帮助学生回顾本单元单词。 Part 2 Review the words 1. Ask and answer 情景中的问答既about the food (Show some pictures of food) 复习巩固了单词Q: What do you see? 和句子，又使表达 What do you like? 有了语境意义。通2. Matching game a. Match the pictures and words. b. Read and categorize Fruit shop: apple… Snack bar: pizza… Restaurant: soup… Review the sentences: Taste/Smell… 1. Say the rhyme(P13) 2. Look and say Practice the dialogue (Introduce the situation: Eat out at the restaurant) 1. Watch and listen 2. Listen and number 3. Work in group 4. Act out the dialogue 过图词配对，帮助学生巩固单词音、形、义的联系；通过单词（配图）归类游戏，复习、巩固、拓展食物类单词 通过诵读儿歌，巩固句子结构；通过看图（动作）表达，提高学生在情景中理解句意和表达的能力。 运用多媒体创设在饭店用餐的情景和语境，把语言点串成一个主题，让学生在看看、听听、说说中感知、理解、掌握语言。 通过模仿自编对话，初步培养学生同伴合作能力和会话能力。 Part 3 Make a dialogue 1. Say and act Part 4 板 书 设 计 1. Listen and follow the tape P10-13 rice 教 Taste the ... egg 学 soup 反 Smell the ... noodles 思 1B M2 U1 Toys I Like Content Aims 1B M2U1 Toys I Like （Period 1） 1. To use nouns to identify toys e.g., ball, doll, bicycle, kite 2. To use formulaic expressions to indicate preferences e.g., I like ______. 3. To love toys and share with others. To use nouns to identify toys e.g., ball, doll, bicycle, kite CAI, flash cards, some toys, etc Procedures Contents Methods Warming-up 1. Say rhymes 2. Enjoy a song What do you like? 1.To learn : ball, doll 1. Put these two things on the desk. Game: Follow the instructions: Doll, doll, doll, Touch the doll, Ball, ball, ball, Touch the ball. 2. Guessing game a. T: It is nice. It has two eyes, two ears , a mouth and a nose . Girls like it. What is it? b. Elicit Barbie Doll. c. Show the flashcard and read the word: doll d. T: Look, how many dolls? Elicit: doll, doll, dolls I like dolls. e. T ask: What do you like? Ps practice: I like dolls. 3. T: What‟s this? Do you like it? a. T: It is round. Boys like to kick it on the playground. What ball is it? (A football) b. Practise the word ball like doll. c. Say and act: Language focus Teaching aids Step Pre-task preparation While-task procedure Purpose 通过儿歌和歌曲，营造英语氛围，使学生快速进入状态，并为新课作好铺垫。 让学生听口令，自由选择物品，自己建立音与意的联系 将语言与学生思维有机结合起来，在猜一猜活动中拓展材料 教洋娃娃时，补充学生喜欢的芭比娃娃，和生活结合起来。 通过师生谈话引出操练新句型，便于学生理解。 ball, ball, kick the ball d. Compare with ball and doll.: Listen and enjoy the rhyme on page 15. 将语言与学生1. Say a rhyme about kites to 思维有机结合elicit kite. 起来，在猜一猜2. Read 活动中拓展材3. T : How many kites? 料 What do you like? Ps: I like kites. 适时操练书上4. Rhyme: 儿歌，区分这两 Kite, kite, kites 个易混淆的单 I like kites. Up and down 词。 Flying very high. 1. T: Look, who is coming? 以旧引新，使学Ben is riding a bicycle. 生感到亲切易Can you ride a bicycle? 接受。 2. Say and act: bicycle, bicycle, ride a bicycle. 3. Read the word 4. Say sth. about the bicycle 通过师生谈话引出新单词，拓展新词汇，增加输入量，提高学习兴趣。 Post-task 1. Activity: What is 1. Read the words 让学生通过仔activity missing? 2. Encourage the children to 细读单词，巩固 find which word is missing. 今天所学单词， 同时找出哪个2. Activity: 单词老师藏起Look and say: 1. Look and say: 来了。 I like…. on page 14. I like balls/dolls/kites. 3. Listen and match 充分利用教材4. Look and say. 2. e.g., I‟m Ben. 和教辅p15巩固I like balls. 新知。 Homework 1. Listen and read the new words and sentences. 培养学生良好2. Listen and read the new rhyme on page 15. 的听说习惯。 M2U1 Toys I like ball doll kite bicycle 板 教 2.To learn: kite 3.To learn: bicycle 书 设 计 Content Aims I like balls. dolls kites bicycles 学 反 思 1B M2 U1 Toys I Like 1B M2 U1 Toys I Like ( Period 2) 1. To use formulaic expressions to indicate preferences e.g., I like the ball. 2. To use adjectives to describe things. e.g., It‟s super. 3. To learn to how to do some shopping. e.g., Can I help you? Here you are. Thank you. 4. To love toys and share with others. Language focus Teaching aids Step Pre-task preparation While-task procedure To use formulaic expressions to indicate preferences e.g., I like the ______. It‟s ______. CAI, a red apple, some toys, etc Procedures Contents Methods Warming-up 1. Say the new rhyme. I like the ball. I like the doll… 2. Say a chant:: e.g. ball, ball, balls I like balls. 3. Sing a song : Apple tree 1. To learn : 1.To elicit: I like the …. T: Do you like apples? It‟s …. Ps: Yes. I like apples. T :Show a red apple and ask: Do you like the apple? Why? Ps: It‟s red./round/sweet/ nice. 2. To learn : super a. T: Show some super toys e.g., car, girl, boy, bicycle b. T say: I like the … It‟s super … c. Read: super d. Rhymes 3. Look and say : I like the ______. It‟s ______. 4. Do a survey on page 16 Model T: What do you like? Purpose 通过儿歌和歌曲等进行有效复习，并营造英语氛围，使学生快速进入状态。 用复习时唱的歌曲通过师生谈话法引入，再用实物生动呈现出本课新句型，自然顺畅，学生也容易理解。 这是一个新单词，所以用一些实物易于学生理解和运用。 看图机械操练新句型，以便于上口。 P1: I like the ball. It‟s nice. 让学生通过做小1.To elicit 调查再次操练句T: We all like toys. Let‟s go to 型并了解他人喜the toy shop and buy some. 好。 2. Learn the dialogue on the book. a. T: Look. Eddie and Alice are at the toy shop. 由于购物时的常What does Eddie like? 用语上学期已学What does Alice like? Why? 过，对话中新的b. Ps look and listen. 语言点上面也已c. Ps answer the questions. d. Say and act it. 突破，所以可以Can I help you? 让学生整体听I like the... It‟s ... 说。 Here you are. Thank you. Post-task Draw your favourite 1. Look and say the model. 画画说说，调动activity toy and talk about it. 2. Draw 学生多种感官，(On workbook page 3. Say 发挥主观能动17) 性，培养创新能 力。 Homework 1. Listen to the dialogue and read it. 培养学生良好的2. Say and act with your parents. 听说习惯。 ] M2U1 Toys I like I like the… 板 教 It‟s… 书 学 super 设 反 计 思 2. Say and act:: At the toy shop 1B M2 U2 Food I like Contents Food I like （Period One） 1. To use nouns to identify food. e.g. jelly, ice-cream, sweet, biscuit 2. To use formulaic expressions to indicate references. e.g. I like ice-cream. Aims 3. To use formulaic expressions to offer people things. e.g. One for you and one for me. 4. To pronounce words properly and maintain an interaction by providing information. 5. To express one‟s favorite food or drink. Language focus 1. The pronunciation of the words. 2. To ask yes/ no questions to find out one‟s references e.g. Do you like…? Teaching aids Cards, pictures, etc Procedures Step Teacher‟s activities Students‟ activities purpose Pre-task Sing a song 运用多种形式巩固所学知识，调动学生学习积极性 培养学生说话的能力 1B M2 U3 Drinks I like Content 1B M2 U2 (Period 1) 1. To use nouns to identify drinks. Aims e.g. cola, juice, milk, water 2. To ask wh-questions to ask for specific information about a person. 3. To use the simple present tense to express one‟s preference. e.g. What do you like? I like water. 4. To cultivate the students to cherish the food. Language focus 1. To pronounce the words correctly. 2. To ask wh-questions to ask for specific information about a person. e.g. What do you like? I like…. Teaching aids Multimedia, word cards, some food, etc. Procedures Step Teacher‟s activities Students‟ activities Purpose Pre-task 1. Sing a chant 1. Say and enjoy the chant. 复习准备期所学preparation Ps 的儿歌，营造融恰 的英语气氛。 2. Daily talk 2. P1: What do you see? 通过师生间的问 P2: I see ---. 候，增进师生友 3. Look at the pictures of 3. Review the words some food and choose the 谊。 通过快速应答的right words. 方式来巩固旧知识，可以快速的把学生带到英语学习的氛围中来. While-task A : milk procedure 1) Children, do you want to 1) Guess 通过学生猜老师know what my breakfast is? Rice noodle soup cake egg 的早餐来激发学 and so on. 生的学习新食物2) look , 的兴趣。 T: I eat a cake and drink some 2) Listen and watch 学生都自觉主动milk . ( show a picture of milk) 积极主动地融入3) Teach the word 到课堂中来。 “ milk” 3) Try to say: milk 真正达到了运用 4) Say the sentence: 4) Say the sentence: 语言的目的。 I like milk I like milk B : juice 1) T: Children, do you like milk? 1) Listen and watch 通过儿歌的形式But Alice doesn‟t like milk. S: Yes. I like milk. 巩固所学单词。并T: She likes juice Listen and match 横向拓展了亲内Teach: “juice” Try to say : juice 容。 2) Show the picture of juice and 2) Say the chant make a chant. Juice, juice, Apple juice, Juice, juice, Orange juice. 3) I like juice. 3) Say the sentence Teach “what do you like?” Listen 1. T: I like juice. Learn: “What do you like?” 巩固操练新授句T: What do you like? 1） Do pair works 型。 T------P P1: What do you like? --- What do you like? --- I like …. P2: I like….. C: cola 1) T: Look, children. Is this juice? It is cola 1) Ps: No 2) teach “cola” Listen and watch (1) T: How is the cola? 2) Try to say “cola” Is it sweet? (1) Ps: Yes. 用所学形容词来Yes, it‟s sweet Ps: Yes, it‟s sweet. 描述所学单词。训(2) T: what do you like? (2) Say “I like cola.” 练学生表达能力. T: I like cola Do pair works P1: What do you like? P2: I like ---. I like cola lt‟s sweet. D: water 1).T: What‟s this? T: Is it juice? 1). Ps: It‟s juice T: It‟s water Ps: No. 给与学生体验的2). Teach: “water” Ps :It‟s water 过程，让学生有深3). Taste the water. 2). Learn “water” 4). T: What do you like? 3). Ps: Mm, yummy. Yummy 切的感受。 I like water 4). Say: ”I like water.” Do pair works Post-task 1. Show the pictures of the 1. P : I like … 将己学的食物融activity food 入其中，以此可以T: What do you like? 调查学生的喜好。 2. Have a match 2. Do the exercises 单词与图片的结3. Show the pictures of other 3. Do pair works 合。巩固新授单things P: What do you like? 词。 eg: fruit/ toys I like…. 从食物中拓展到 其他东西的喜好。 4. Make some new dialogues 4. Act it out 对话操练训练学生的交际和反应能力 Assignment: 1. Listen to the tape 巩固新知，运用新知 2. Ask your parents „what do you like?‟ 1B M2 U3 milk juice 板 cola water 书 What do you like? 设 I like…. 计 教 学 反 思 Content Aims Language focus Aids Step Pre-task preparation While-task procedure Post-task activity 1B M2 U3 Drinks I like 1B M2 U2 (Period 2） 1. To use the verb “like” to indicate something e.g. I like juice. 2. To use formulaic expressions to wish someone a happy birthday. 3. To use imperatives to give simple instructions. e.g. Drink some milk. 1. To use imperatives to give simple instructions. 2. To use the indefinite determiner some to show quantity. multimedia, word cards, some food etc. Procedures Teacher‟s activity Students‟ activities Purpose 1. Sing a song A birthday song 活跃课堂气氛，为新授课教学打下基础。 2. Ask and answer. 通过快速应答的方What do you see? P1: I see---. 式来巩固旧知识，What do you hear? P2: I hear ---. 可以快速的把学生What do you like? P3: I like---. 带到英语学习的氛围中来。 Show some pictures of drinks A．Drink some ____. 1. Listen and watch the 通过动作辅助学生1. Children, I‟m thirsty. I want to drink some drinks. teacher. 理解drink的意义。 (Do the action) 2.Teach “ drink” 2. Learn „drink‟ 3. Say some phrases 3. Say the phrases e.g. drink drink e.g. drink milk drink juice drink milk 4. Learn „drink some milk‟ 4. Teach “drink some milk” 5. Make a dialogue 通过对话与问答， 巩固新内容。 5. Act out the dialogue P1: Drink some milk P2: Thank you. B. ” Happy birthday” 创设Eddie过生日Children, today is Eddie‟s 的情景,让学生在快birthday let‟s say „happy 乐的氛围中学习,感birthday‟ to him. And sing a S: Sing a song and 悟知识。 birthday song. say: ‟happy birthday‟ 1. Teach: birthday 2. Happy birthday! 1. Pair work P1: Drink some water. 2. Make some short dialogues P2: Thank you. 培养学生自编对话You‟re a good boy/girl. 的能力。 P1: What do you like? P2: I like cola. P1: Drink some cola. P2: Thank you. Assignment 板 书 设 计 1. Listen to the tape. 2. Make a new dialogue with your friend. 3. Take a drink to your parents. 教 学 反 思 1B M2 Revision Content 1B Module2 Revision (Period1) 1. To use nouns to identify toys and food. Aims 2. To use formulaic expressions to indicate preferences. e.g. I like … 3. To ask yes/no questions to find out one`s preferences. e.g. Do you like …?Yes./No. 4. To ask Wh-questions to ask for specific information about a person. e.g. What do you like? I like … 5. To bring up pupils good habits of listening and speaking. 6. To educate the pupils to be polite to the others. Language focus 1. To use nouns to identify food and toys. 2. To ask Wh-question to find out specific information about something. e.g. What do you like? 3. To ask yes/no questions to elicit simple responses. e.g. Do you like …? Yes./No. Teaching aids Pictures, multimedia, cards, etc Procedures Step Contents Methods Purpose Part 1 1. Warming up Sing a song 让学生快速进入英语1. Greetings T says,P1 responds 学习状态；师生问候2. Ask and answer (Hello, Hi, Good morning, 既是对所学问候语的How are you? etc) 复习，又增进了师生情感互动。 Part 2 Review the words. 1. S: ball, jelly, milk 通过图片来复习本单1. T shows the pictures 元单词和重要句型。 then ask: What do you 在同桌操练的过程中like? 2. S: What do you like? 学会使用句型。 2. Talk with your desk S:I like … mate. S—S Work in pairs 利用老师的的课件中 的食物和玩具来练习3.T asks: 3. S: No, I like…/ Yes, I 一般疑问句。 Look. Do y0u like…? like… Review the dialogue. 1.Show the situation 运用多媒体创设在买2. Look and listen 东西的情景和语境，3. Look and say. 把语言点串成一个主4. Think and complete 题，让学生在看看、听听、说说、想想中感知、理解、掌握语言。 Part 3 Make a dialogue. Say and act. (Work in pairs) 通过模仿自编对话，初步培养学生同伴合作能力和会话能力。 Part 4 板 书 设 计 1. Read the book 2. Follow the tape 教 学 反 思 Module 2 ball doll bicycle kite jelly ice cream sweet biscuit cola juice milk water I like … 1B M2 Revision Content 1B Module2 Revision (Period 2) 1. To use nouns to identify toys and food. Aims 2. To use formulaic expressions to indicate preferences. e.g. I like … 3. To ask yes/no questions to find out one`s preferences. e.g. Do you like …?Yes./No. 4. To ask Wh-questions to ask for specific information about a person. e.g. What do you like? I like … 5. To bring up pupils good habits of listening and speaking. 6. To educate the pupils to be polite to the others. Language focus 1. To use nouns to identify food and toys. 2. To ask Wh-question to find out specific information about something. e.g. What do you like? 3. To ask yes/no questions to elicit simple responses. e.g. Do you like …?Yes./ No. Teaching aids Pictures, multimedia, cards, etc Procedures Step Contents Methods Purpose Part 1 1.Warming up Sing a song 让学生快速进入英语学习状2.Greetings T says, P1 responses 态；师生问候既是对所学问候3.Ask and answer (How are you? etc) 语的复习，又增进了师生情感互动 Part 2 Review the words 1.Quick response 通过快速反映的问答,既对要about the food. T: What do you see? How 复习的词句进行了初次强化,many…? 又调动了学生的学习热情；通2.Guessing game 过看口型,猜单词的游戏 帮助a. Look at my mouth 学生掌握单词的正确读 音;What is missing的游戏，让 学生在检索、回忆中整体巩固b .What is missing? 了单词的音、形、义；根据学( pictures; words) 生的实际情况设计听力材料 (语段),在词不离句中再次复习 了单词，又为下面的复习作了Review the pattern: A: Can I help you? B: What do you like? A:I like … B: Here you are. A: Thank you. Part 3 Make a dialogue. 3. Listen and number 1. Show the situation e.g. A: Can I help you? B: What do you like? A:I like … B: Here you are. A: Thank you. 2. Show some masks (shop assistant, Alice, Danny, Kitty, Eddie, etc) Pupil can choose one then act and say. Say and act. (work in pairs) 铺垫. 运用多媒体创设在超市买东西的情景和语境，通过老师介绍，学生跟说到学生的演演说说，从扶到放，使语言学习层层推进。用不同的头饰,充分考虑了低年级学生的年龄特征,同一知识点用不同的途径来强化,既提高学生的积极性，又提高复习的效率。 通过模仿自编对话，初步培养学生同伴合作能力和会话能力。 Part 4 板 书 设 计 1. Read the book 2. Follow the tape 教 学 反 思 Module 2 What do you like? I like … Do you like …? Yes./ No. Content Aims Language focus Teaching aids Step Pre-task preparation While-task procedure 1B M3 U1 Seasons M3 U1 Seasons （Period1） 1. To pronounce the key words correctly. e.g. spring, summer, warm, hot 2. To understand the key pattern. e.g. Spring is … 3. To understand the characteristics of seasons. e.g. Spring is warm/green. 4. To use the key patterns to describe seasons. e.g. Spring is warm/green. 5. To be safe when you play outside. 1. To pronounce the key words correctly. e.g. spring, summer, warm, hot 2. To understand the key pattern. e.g. Spring is … Word cards, cassette 1B, Flashcards 1B, etc Procedures Teacher‟s activities Students‟ activities 1. Show the song of seasons. Listen and try to sing after 2. Show the picture of spring. the tape. 3. Ask some questions: What do you see? Answer the questions. What colour is it? I see… What do you like? It‟s green. How many flowers? I like flowers. Do you like butterflies? Ten. What season is it? Yes. Spring. 1. To learn: 1. Follow the spring/warm teacher. 2. To describe 2. Try to say: “spring”: Spring is green. What colour is spring? Spring is warm. (It‟s green.) How is spring? (It‟s warm.) 3. Make a rhyme. 3. Follow the Spring, spring, spring is teacher and try to say warm. by oneself. Spring, spring, spring is green. Green and warm, spring, spring, spring. 4. Show the picture of No. summer. I see… Is it spring? It‟s red. What do you see? I like … What colour is it? Summer. What do you like? What season is it? 5. To learn: 4. Try to say: summer/hot Summer is red. 6. To describe Summer is hot. “summer”. 5. Try to say the rhyme. Purpose 感受歌曲的优美旋律，为新授季节作伏笔。 通过问答，让学生明白春天的特征。 先通过问答，让学生学会用英语描述春天的特征。 通过琅琅上口的儿歌引起学生的兴趣，让他们掌握句型。 通过生动的图片进行问答，让学生先初步感知。 Post-task activity Assignment 板 书 设 计 What colour is summer? (It‟s red.) How is summer? (It‟s hot.) 7. Make a rhyme. Summer, summer, summer is hot. Summer, summer, summer is red. Red and hot, summer, summer, summer. 1. Read the words Read and play with the together. other students happily. 2. Play a guessing game. 3. Have a quick response. 4. Show the wall picture for Student‟s Book page 28 and ask the students to talk about the seasons in groups. Read after the tape for 10 minutes 教 学 反 思 1B M3 U1 Seasons Module 3 Unit 1 Seasons (Period 2) 学会用英语表达夏天的特征。 通过来巩固句型的掌握。 让学生在愉快的氛围中进行单词和句型的复习，并运用句型进行同学间的交流。 Unit 1 Seasons Spring is… green warm Summer is… red hot Content Aims Language focus Teaching aids Step Pre-task preparation While-task procedure 1. To pronounce the key words correctly. e.g. autumn, winter, cool, cold 2. To understand the key pattern. e.g. Autumn is cool. 3. To use the simple present tense to state facts. e.g. Winter is cold. I drink cola. 4. To use the key pattern to describe seasons. e.g. Autumn is cool. 5. To be safe when you play outside. 1. To pronounce the key words correctly. e.g. autumn, winter, cool, cold. 2. To understand the key patterns. e.g. Autumn is cool. Word cards, cassette 1B, Flashcards 1B, etc Procedures Teacher‟s activities Students‟ activities Purpose Show the picture of spring and Review the pattern. 温故知新，为学summer. Spring is green/warm. 新内容打基础。 Summer is red/hot. 1. Show the picture of spring 通过图片进行问and talk about it. 答，学习今天新What do you see in spring? What do you smell in spring? What do you do in spring? 2. To learn: In spring, I see flowers. I smell flowers. I sing a song. 3. Make a rhyme: It is spring. It is green. It is warm. In spring, I see flowers. I smell flowers. I sing a song. 4. Show the picture of summer and talk about it. What do you see in summer? What do you like in summer? What do you do in summer? 5.To learn: In summer, it‟s hot. I drink some juice. 6. Make a rhyme: It is summer. It is red. It is hot. In summer, I drink some juice. 7. Show the song of the seasons again and try to sing it. 8. To learn: autumn/cool 9. Make a rhyme. Cool, cool, it‟s cool. Autumn, autumn, autumn is cool. 10. Show a picture of winter and learn the words: winter/cold 11. Make a rhyme: Cold, cold, it‟s cold. Winter, winter, winter is cold. I see flowers. I smell flowers. I sing a song. Follow the teacher. Say after the teacher. I see the sun. I like ice-creams. I drink some juice. Follow the teacher. Try to say the rhyme. Sing the song. Follow the teacher. Say after the teacher. Post-task activity 1. Have the students do Part D on Workbook page 28.Then ask them to use the picture to talk about the season. 2. Divide the class into groups of six. Give each group a piece of paper. Ask the students to draw the season they like best Do the exercise and communicate with others. Draw and introduce. 句型。 正确跟读。 通过儿歌复习新句型，并掌握季节的特征，能用简单的句型进行描述。 进行简单的初步的认识。 学习新内容。 新旧知识结合，通过儿歌有机融合。 通过歌曲自然地过渡到新单词的学习。 让学生在唱唱拍拍中愉快地进行学习。 把单词编入简单的儿歌中，容易上口。 及时反馈学生学习掌握的情况。 让学生在画画时，边放松心情，边梳理所学知and introduce that season to their group. Homework 板 书 设 计 1. Read after the tape. 2. Try to describe one of the seasons 教 学 反 思 识。 Unit 1 Seasons In spring, I see flowers. I smell flowers. I sing a song. In summer, it‟s hot. I drink some juice. 1B M3 U2 Weather Content Aims Language focus Teaching aids Step Pre-task preparation Module 3 Things around us Unit 2 （Period 1） 1. To use the vocabularies: sunny, cloudy, rainy, windy on P30 2. T0 use formulaic express to describe weather e.g. It‟s sunny. 3. To say a new rhyme 1. To pronounce the words: sunny, cloudy, etc. 2. To try to say the rhyme for the more able students. Students‟ book, Multimedia, word cards and pictures, etc Teacher‟s activity 1. Greetings 2. Play the rhyme P33 Procedures Students‟ activities 1.Greetings a. T-S1 b. S1-S2 2. Listen and try to say 1. a. Learn: rainy b. Learn the rhyme Rainy, rainy, it‟s rainy. 2. a. Point and say: sunny b. Make a rhyme 3. Say: It‟s cloudy. a. Learn the new word: cloudy b. Read the rhyme. Look and answer: It‟s windy. Repeat this rhyme: Sunny, sunny, sunny days. I like sunny days. ...... Listen and answer. 1. Enjoy the song. 2. Show the wall pictures. Have students talk about the weather to elicit the new pattern from them. 3. Repeat after the recording. 4. Say the chant. Sunny, cloudy, rainy, Cloudy, rainy, windy, Sunny, cloudy, rainy, windy, How is the weather on Sunday? 5. Guessing game. 6. Make the new dialogue: T: Good morning. S1: Good morning. T: How is the weather? S2: It‟s sunny. S3: It‟s warm. S1: Let‟s sing and dance. S2: OK. 1. Make dialogues in pairs. 2. Show the map of China. Put some symbols representing different kinds of weather on the map. Then make a short dialogue. Play it again. 3. Workbook P33 4. Draw and Say P55 利用天气的相关的事物提醒学生注意天气，同时注意句型的操练。 跟读录音，朗读课文。利用儿歌操练单词和句型。 猜谜游戏，让学生在愉悦的氛围中问答练习。 鼓励学生用所学到的知识创编新对话。 出示地图，让学生感受不同城市的不同天气，同时结合练习册和评价表,完成本课时。 1B M3 U3 Clothes Content 1B Module3 Unit3 (Period 1) 1. To identify the key words in an utterance by hearing the pronunciation Aims 2. To use verbs to indicate needs. Language focus 1. To use nouns to identify clothing items. e.g. T-shirt, dress, shorts, blouse 2. To use verbs to indicate needs. e.g. I need… Teaching aids Multimedia, picture cards, real objects, etc Procedures Step Contents Methods Pre-task 1. Warming up Sing a song preparation 2. Greetings T says,P1 responds (Hello, Hi, Good morning, etc) While-task procedure Review the words about the study materials. To teach the new words 1. Guessing game T: What‟s this…? 2. Show a picture of Danny 3. Show the card of T-shirt 4. Give me…and I need… Matching game 5. Show some pictures of clothes on the screen, ask the students to choose the clothes they like or need. 6. Talk about the clothes Review the dialogue. 1. Show the situation 2. Look and listen 3. Look and say. 4. Think and complete Post-task activity Make a dialogue. Say and act. (Work in pairs) Purpose 英语学习状态；师生问候既是对所学问候语的复习，又增进了师生情感互动。 猜一猜的游戏设计，帮助学生快速回顾所学单词； 通过游戏，帮助学生巩固单词音、形、义的联系； 初步培养学生运用所学单词的能力，并强化了本单元的句型训练。 运用多媒体创设在商店买东西的情景和语境，把语言点串成一个主题，让学生在看看、听听、说说、想想中感知、理解、掌握语言。 通过模仿自编对话，初步培养学生同伴合作能力和会话能力。 Assignment 板 书 设 1. Read the book 2. Follow the tape 教 学 反 T-shirt, dress, shorts, blouse 计 思 1B M3 U3 Clothes 1B M3 U3 (Period2) 1. To enable the pupils to identify clothes. 2. To enable the pupils to request something. 3. To bring up pupils good habits of listening and speaking. 4. To motivate pupils‟ interest in English. Content Aims Language focus 1. To identify the key words in an utterance by hearing the pronunciation 2. To Understand the key pattern 3. To understand formulaic expressions for preferences Teaching aids Picture cards, paper, masks, etc Procedures Step Contents Methods Purpose Pre-task 1. Warming up Sing a song 让学生快速进入英语学习preparation 2. Greetings T says, P1 responses 状态；师生问候既是对所 (Hello, Hi, Good 学问候语的复习，又增进morning, etc) 了师生情感互动 While-task Review the words about 1. Quick response 通过快速反映的问答，既procedure the food. T: What can you see? 对要复习的词句进行了初How many…? 次强化，又调动了学生的 学习热情； 2. Guessing game 通过看口型，猜单词的游a. Look at my mouth 戏 帮助学生掌握单词的b. What is missing? 正确读音；What is missing( pictures; words) 的游戏，让学生在检索、 回忆中整体巩固了单词的 音、形、义； 3. Listen and number 根据学生的实际情况设计 听力材料(语段)，在词不离句中再次复习了单词，又为下面的复习作了铺垫。 A: What do you 1. Show the situation 运用多媒体创设在超市买need? e.g. 东西的情景和语境，通过B: I need a ... A: Can I help you? 老师介绍，学生跟说到学 What do you need? 生的演演说说，从扶到放，B:I need a … 使语言学习层层推进。 A: Here you are. B: Thank you. 2. Show some masks 用不同的服饰，充分考虑(shop assistant, Alice, 了低年级学生的年龄特Danny, Kitty, Eddie, 征，同一知识点用不同的etc) Pupil can choose one 途径来强化，既提高学生then act and say. Post-task activity Assignment Make a dialogue. Say and act. (work in pairs) 的积极性，又提高复习的效率。 通过模仿自编对话，初步培养学生同伴合作能力和会话能力。 1. Read the book 2. Follow the tape A: What do you need? 板 书 B: I need a ... 设 计 教 学 反 思 1B M3 Revision Content 1B M3 Revision (Period 1) 1. To enable the pupils to identify and read the study materials. 2. To enable the pupils to express the seasons properly. 3. To enable the pupils to express how people feel. Aims 4. To enable the pupils to describe weather. 5. To bring up pupils good habits of listening and speaking. 6. To motivate pupils‟ interest in English. 7. To educate the pupils to love the nature. Language focus 1.To use the simple tense to state facts. 2.To ask questions to find out specific information about weather.. 3. To use formulaic expressions to describe weather. Teaching aids Multimedia, picture cards, real objects Procedures Step Contents Methods Purpose Part 1 1. Warming up 1. Sing a song 让学生快速进入英语 学习状态。 师生问答既是对所学2. Ask and answer 2. Show the pictures of four 内容的复习，又是为seasons to the students and 下面的复习做铺垫。 ask them what they see. Part 2 Review four seasons. T: What can you see? P: I can see… Look and say: Look at the pictures. Elicit the adjectives from students and have them say what season it is. e.g. It‟s green. It‟s warm. It‟s spring. I can see flowers. … Enjoy the song: “Four seasons” 这一环节的设计，帮助学生快速回顾所学的有关四季的单词，并用简单的句子加以描述，培养学生初步运用英语进行表述的能力。 通过歌曲，让学生再一次感受大自然的美妙，从而教育学生热 3. Look at the pictures and make some rhymes about four seasons. 爱大自然。 模仿编新儿歌，初步培养学生运用所学单词的能力，并强化了本单元的句型训练。 猜一猜的游戏设计，帮助学生快速回顾所学单词 运用多媒体创设各种情景和语境，把语言点串成一个主题，让学生在看看、听听、说说、想想中感知、理解、掌握语言。 通过模仿自编对话，初步培养学生同伴合作能力和会话能力。 Review the weather. Guessing game: How is the weather? 2. Show the situations Do pair works. Part 3 Make a dialogue. Say and act. (Work in pairs) Part 4 板 书 设 计 1. Read the book 2. Follow the tape 教 学 反 思 warm hot spring summer sunny cloudy rainy windy A: How is the weather? B: It‟s… 1B M3 Revision Content 1B Module3 Revision (Period 2) 1. To enable the pupils to identify clothing items. Aims 2. To enable the pupils to indicate needs. 3. To enable the pupils to ask wh-questions to find out people‟s needs. 4. To enable the pupils to understand formulaic expressions for preferences. 5. To bring up pupils good habits of listening and speaking. 6. To motivate pupils‟ interest in English. Language focus 1. To identify the key words in an utterance by hearing the pronunciation. 2. To use formulaic expressions to express preferences. 3. To understand the key pattern. Teaching aids Picture cards, paper, masks, etc Procedures Step Contents Methods Purpose Part 1 1.Warming up Sing a song 让学生快速进入英语2.Greetings T says, P1 responses 学习状态；师生问候既 是对所学问候语的复习，又增进了师生情感互动 Part 2 Review the words about the clothes. Review the pattern: A: What do you need? B: I need… I don‟t like… I like… 通过快速反映的问答，既对要复习的词句进行了初次强化，又调动了学生的学习热情。 通过看口型，猜单词的游戏帮助学生掌握单词的正确读音；What is missing的游戏，让学生在检索、回忆中整体巩固了单词的音、形、义。 根据学生的实际情况设计听力材料(语段)，在词不离句中再次复习了单词，又为下面的复习作了铺垫。 1. Show the situation e.g. 运用多媒体创设各种A: What do you need? 情景和语境，通过老师B: I need a new blouse. 介绍，学生跟说到学生I don‟t like green. I like 的演演说说，从扶到red. 使语言学习层层推I like this blouse. It‟s nice. 放，进。 Thank you. 2.Show some masks 用不同的头饰，充分考(shop assistant, Alice, 虑了低年级学生的年Danny, Kitty, Eddie, etc) 龄特征，同一知识点用 Pupil can choose one then 不同的途径来强化，既act and say. 提高学生的积极性，又提高复习的效率。 Say and act. (work in pairs) 通过模仿自编对话，初步培养学生同伴合作能力和会话能力。 1.Quick response T: What can you see? How many…? 2.Guessing game a. Look at my mouth b .What is missing? ( pictures; words) 3.Listen and number Part 3 Make a dialogue. Part 4 板 书 设 计 1. Read the book 2. Follow the tape 教 学 反 思 T-shirt dress shorts blouse A: What do you need? B: I need… 1B M4 U1 Activities Content Module 4 Unit 1 Things we do (Period 1) 1. To learn the new words: ride, skip, play, fly 2. To use verbs and verb phrases to indicate actions. Aims 3. To use the modal verb can to express ability. 4. Sports are good for your health. 1. To learn the new words: ride, skip, play, fly. Language focus 2. Using verbs and verb phrases to indicate actions. Teaching aids Picture, multimedia, cards, etc Procedures Step Contents Methods Purpose 1. Say a rhyme. 儿歌复习旧Say a rhyme. 知，活跃气氛。《 I can draw》 让学生快速进 入英语学习状 Pre-task 2. Daily talk. 态 preparation e.g. Ss: Answer. What‟s this? What can you do? … 1. To learn: skip a. T: Alice, what can you do? T: Look! What can I do? T: I can skip. T: (Skips)Skip, skip, Skip a rope. b. Quick response in groups . 2. To learn: ride T: Look! I can ride. Ride a bicycle. Make sentences with “ride”. 3. To learn: play T: What can I do? I can play football. While-task procedure 在对话中引出 新知，并配合动作教学，易S1: I can read. 于学生理解、 掌握。 Say: skip Ss: (Skip)Skip, skip, Skip a rope. e.g. 在快速反应中S1: Skip a rope. S2: Skip, skip, skip a 巩固新授单词及词组。 rope. I can skip a rope. Say: ride Say: ride a bicycle e.g. 用琅琅上口的S1:Ride, ride, 儿歌式朗读来巩固新词组。 Ride a bicycle. S2: Ride, ride, I can ride. Show a rhyme. Play, play, play Play football Play, play, play I can Play football. 4. To learn: fly Show a kite T: Look! This is a kite. I can fly a kite. Make a rhyme. Post-task activity Say: play Play football Ss: Say. Say: fly fly a kite Ss: Make. Pair works. 1. Read the new words. 2. Act and guess. 3. Play a game: e.g. Find your friend. S1: I can fly a kite. I can ride a bicycle. What can you do? S2: I can fly a kite. I can ride a bicycle, too . S1andS2: We are friends. Ss: Listen and answer. 4. Listen and enjoy. 5. Do Workbook page 38. Make a short dialogue e.g. S1: What can you do? according to the pictures. S2: I can ride/ride a bicycle. 1. Read the new words. 2. Say the rhymes to your parents. 教 学 反 思 在读读儿歌中让学生形成语感，也为下面学生自创儿歌打下埋伏。 对子活动中让学生和同伴共同创编儿歌，增强学习效果。 由同学的动作来猜测新学动词，激发学生兴趣。 在游戏中巩固新知，重新燃起学生的求知欲望。 完成练习后再自己编小对话，活用语言，学以致用。 把所学儿歌说给家长听，进行语言训练。 Homework 板 书 设 计 Module4 Unit1 Activities skip ride play fly Content Aims 1B M4 U1 Activities Module 4 Unit 1 Things we do (Period 2) 1. To use verbs and verb phrases to indicate actions. 2. To ask wh-questions to find out particular information about a person. 3. To use the modal verb can to talk about ability. 4. Sports are good for your health. 1. To ask wh-questions to find out particular information about a person. 2. To use the modal verb can to talk about ability. Teaching aids Picture, multimedia, cards, etc Procedures Step Contents Methods Purpose 1. Say a rhyme. 儿歌复习旧知，(On Student‟s Book page 41.) Say the rhyme. 活跃气氛。 2. Ask and answer. e.g. Pre-task 在问答中巩固Ss: Answer. preparation What‟s that? 上课时的新单词。 What can you do? … 1. To learn: He can …. Ss: Play, play, play 直观的图片引football. a. Show a picture of a boy 出新句式，同playing football. Say: He can play 时，在跟读中，football. T: He can play football. 巧妙地跟出新Ss: He can play 问句。 football. Work in pairs. T: What can he do? b. Do pair works. . Ss: Fly, fly, fly a kite. 2. To learn: She can …. Say: She can fly a kite. While-task a. Show a picture of a girl Ss: She can fly a kite. flying a kite. procedure Work in pairs. 在小组合作活 T: She can fly a kite. 动中巩固新对Listen to the recording. 话。 T: What can she do? 训练学生听的 能力。 S1: Alice can sing. b. Do pair works. 听力后的师生 问答，可检验学3. Listen and say on Student‟s S2: Danny can draw. 生理解和掌握Book page 38. 语言的程度。 Ask some questions. 儿歌把本课的e.g. 句式都整合在Language focus Post-task activity T: Who can sing? T: Yes, she can sing. Who can draw? T: Yes, he can draw. 4. Show a rhyme: Play, play, play football. I can play football. Skip, skip, skip a rope. You can skip a rope. Fly, fly, fly a kite. She can fly a kite. Ride, ride, ride a bicycle. He can ride a bicycle. 5. Ask and answer in groups of six. 6. Play a memory game. e.g. T: What can S2 do? T: Yes, he can fly a kite. What can S3 do? T: No, She can ride a bicycle. 7. Do Workbook on Page 40. 8. Work in pairs on Student‟s Book page 40. 1. Do Workbook page 39. 2. Do a survey. a. Activities SSSS1 2 3 4 Play football Skip a rope Ride a bicycle Fly a kite Say the rhyme. e.g. S1: What can you do? S2: I can fly a kite. What can you do? S3: I can ride a bicycle. … S1: He can fly a kite. S2: She can skip a rope. Do Workbook page 40. Pair works. 一起，且琅琅上口，便于学生掌握语言，又能激发学生兴趣。 接龙式的问答，使学生操练起来兴趣盎然。 在老师的引导下，让学生就刚才的接龙操练进行问答，训练学生的记忆力，也给学生的学习带来趣味。。 对子活动让学生在同伴中学习，增强学习效果。 Do Workbook page 39. e.g. S1:What can you do,S2? S2: I can play football. I can skip a rope. I can fly a kite, too. e.g. S1: This is S2. He can play football. He can skip a rope. He can fly a kite. 紧跟着的听力练习来巩固新句式。 在班级中进行的调查既使新句式得到巩固，又能培养学生的交际能力。 就上面的调查结果进行说话训练，对学生进b. Introduce friends‟ abilities. 行段的语言训练尝试。 Do a survey of your family members to find out their abilities. Homework 板 书 设 计 Module4 Unit1 Activities What can you / she / he do? I / She / He can …. 教 学 反 思 把课堂学习延伸至课外，家校共同参与，形成学习合力。 1B M4 U2 New Year’s Day Content Look and say /Listen and say (Period 1) 1. To pronounce the words, phrases and sentences correctly. Aims 2. To understand formulaic expressions of greetings. 3. To understand formulaic expressions offering people things Language focus 1. To use nouns to identify objects. e.g. gift, card, firework, firecracker 2. To use formulaic expressions to greet people on New Year‟s Day. e.g. Happy New Year 3. To use formulaic expressions to offer people things. e.g. A gift for you Teaching aids Cassette, flash, etc Procedures Step Teacher‟s activities Students‟ activities Purpose Pre-task 1. Say a rhyme with S. 1. Say a rhyme. 活跃课堂气氛，preparation 2. Show a flash 2. Listen and sing 听一听本单元的 歌曲，让学生初步感知新知识。 While-task 1. firework 1. Say the word 这个单词较长，procedure T: Look! New Year‟s Day is 2. Say the rhyme 用朗朗上口的儿coming. The children are very Firework, firework 歌巩固单词，既happy. What do you see? nice ,nice 有助于发音练I see fireworks. They are very Firework, firework 习，又是有意义beautiful. Show the picture of a Shiny, shiny 理解单词。 firework. 2. firecracker T: Listen! What do you hear? 1. say the word Oh, I hear the firecracker. 2. Say the rhyme Show the picture of a firecracker firecracker, firecracker, 用现实生活中的 I hear the firecracker. 响声词来编儿 Firecracker, firecracker 歌，使单词更易3. gift Peng--pa— 形象。 T: New year‟s is coming. Are you happy? I am happy, too. Look, I Say the word have a gift for you. Say a rhyme A gift, a gift Show a gift. One and two A gift, a gift 为下面句子的引 For you and me 出作准备。 4.To learn: A gift for you, Kitty. 1. Answer: Thank you. Thank you. 2. Work in pairs: T: A gift for you. S1: A gift for you. S2; Thank you. 5. card T: What‟s the gift? Let‟s open the 1. Say the word 逐步过渡到对box. Look, it‟s a card. Oh, how 2. Say the phrases 话，分散难点。 beautiful! e.g. a New Year card 再次进行部分对话操练。 Post-task 1. Have the students listen to the 1. Sing the song. activity song 1.Have the students give the cards to their friends 2. Have the students do the exercises Make a New Year card Draw… 教 Write… 学 Fold… 反 思 2. Greet with the 由师生之间的对话teacher. 引到做卡片，过渡 自然。 3. Look and say 让学生看着老师做 一遍卡片，便于理 解和模仿。 让学生动手做一张4. Make a New Year 卡片，体验学习的card follow the teacher 快乐。 1. Make a dialogue e.g. 让学生在愉悦的气S1: Happy New Year. 氛中亲手送出自己S2: Happy New Year. 做的卡片，既是操S1: A New Year card for 练句子，又能培养you. S2: Thank you. A gift for 交际能力，增强同学间的友情。 you, too. S1:Thank you. 2.Do the exercises 1. Listen and say 1B M4 U3 Story time Content Module 4 Things we do Unit 3 Story time (Period 1) 1. To learn the new words: wolf, boy, farmer, narrator Aims 2. To use the key pattern to introduce oneself e.g. I‟m the boy. Language focus Teaching aids Step Pre-task preparation While-task procedure 1. To pronounce the words: wolf, farmer, etc. 2. To use the pattern correctly: I‟m the …. Multimedia, word cards, object and masks Procedures Teacher‟s activity Students‟ activities 1. Sing a song Sing a song 2. Daily talk T→S 1. Learn: boy Ask ten boys to stand up. T: How many boys? S: Ten boys. T: Tall boy, short boy One and two Read the word: boy. Tall boy, short boy I see you. Read the rhyme 2. Learn: wolf Show a picture. T: Is this a dog? S: No. Is this a tiger? S: No. T: What‟s this? It‟s a wolf. Read the word wolf. S: Yes, it‟s a wolf. T: Is this a wolf? S: It‟s brown. What color is it? T: Wolf, wolf Say the rhyme and ask the A brown wolf students to make the new Wolf, wolf rhyme. I see you, 3. Learn: farmer Read the word: farmer. T: Take out a fork. Look, I‟m a farmer. S1: The farmer is fat. S2: I see a farmer. …. Use “farmer” to make a sentence. Purpose 活跃课堂气氛。 通过简单的对话引出新知识。 通过旧句型引出新单词，让学生更易接受和理解。 模仿简单的儿歌巩固新单词。 形象的图片再配上旧句型，学习单词。 让学生发挥想象，打开思维的空间，编出一些有关wolf的新儿歌。 以实物来刺激，让学生感知农民伯伯所需要的工具。 鼓励学生用所学到的知识创编新句子。 通过学生感兴趣的小品表演来吸引学生的眼球，来感知新单词的真正意思。 利用对话操练来巩固新知。 带上头饰表演出自己现在的角色。 Post-task 1. Have the students put on e.g.: activity the masks and make a short S1: I‟m the farmer. 在对话表演中帮dialogue in groups. S2: I‟m the boy. 助学生记忆新词 S3: I‟m the wolf. 和句型。 S2: Hello! S1: Hi! S1: Oh! A wolf! Help! 2. Have the students listen to S2: Go away! 锻炼学生的听力the story and act it out. 水平，激励学生的学习兴趣和热情。 Assignment 1. Listen and read the words and the sentences. P46 2. Preview P47P48P49 M4U3 Story time boy I‟m the…. 板 wolf 教 书 farmer 学 narrator 设 反 计 思 1B M4 U3 Story time Content Module 4 Things we do Unit 3 Story time (Period 2) 4. Learn: narrator Show a flash. Watch the beginning of the story. (The narrator is just describing the story) T: Look, He/she is a narrator. T: (Point to the narrator)Who is he/she? T: He/She is the narrator. 5. Learn: I‟m… T: Who is he?(Point to the student in the class) T: He‟s a boy. And I‟m a girl. Take out some masks. T: Now I‟m the …. Who can make a sentence like me. S: Read the word “narrator”. S: He/She is the narrator. S: Who‟s he/she? Work in pairs. S: He‟s…. Put on the mask S: I‟m the…. Aims Language focus Teaching aids Step Pre-task preparation 1. To use the verb help to request assistance. e.g. Help! Help! 2. To use wh-question to get simple responses. e.g. Where‟s the wolf? 3. To use the key pattern to indicate that something is approaching. e.g. Here come the farmers. To use phrases and sentences to communicate with other students. Multimedia, etc Procedures Teacher‟s activity Students‟ activities Purpose 1. Greetings. 1. Greetings 热身运动，活跃气Who is he? a. T-S1 氛, 同时复习前Who is she? b. S1-S2 面所学的单词为Is he …? 下文作铺垫。 How many…? 2. Show the word cards 2. Read the words: boy wolf farmer narrator 1. Learn the story of “A boy and a wolf”. 通过观看flash让Show the flash of this story, with Watch the flash. 小朋友感知整个the help of pictures, masks and 故事的内容。 body language. Then ask the question. 2. Learn : help S: The boy. T: Who says “Help! Help!”? Read the word: help Create the different situations. Let 通过情景的创设，the students to say “Help! Help!. 让学生在体验中 学习。 3. Learn : S: Help! Help!. Where „s the wolf? No wolves. T: Can you see the tiger in the classroom? T: Where‟s the tiger? No tigers. T: Can you see the wolf at first? S: No, I can‟t. T: Where‟s wolf? No wolves. T: No lions. S: No, I can‟t. T: Where‟s the dog? T: Where‟s the bear? S: Where‟s the lion? S: No dogs. 鼓励学生用所学 S: No bears. 到的单词进行对4. Learn: Work in pairs. Here come the farmers. 话。 T: When the boy says ”Help! While-task procedure While-task procedure Help!” , who is coming? T: Here come the farmers. T: Show the boy. Who is coming? T: Here comes the boy. T: Create some situations and let the students to say: Here come(s) the …. Post-task activity Assignment S: The farmers. S: The boy. S: Here come(s) the …. 1. Let the students to listen to the 1. Listen and repeat. story and repeat after the tape. 2. Divide the students into groups. Put on the masks. Each group will 2. Act out the story. play one of the characters in the story. 3. ”Don‟t tell a lie”. 让学生进行故事表演，在情景中体验会话的乐趣，培养学生的语音交际能力。 1. Listen to the tape and read( P47P48P49) 2. Listen to the new story (Workbook P46P47P48) and act it out with your parents. M4U3 Story time help Where‟s the wolf? 板 教 Here come(s) the …. 书 学 Don‟t tell the lie. 设 反 计 思 1B M4 Revision Content Activities and a story (Period 1) 1. To use nouns to identify momentary actions. e.g. ride, play, skip, fly Aims 2. To use verb phrases to indicate actions. e.g. play football, skip a rope, fly a kite, ride a bicycle 3. To use the modal verb can to talk about ability. e.g. She can sing. 4. To ask wh-questions to find out particular information about a person. e.g. What can he do? 5. To use nouns to identify persons and animals. e.g. boy, wolf, farmer 6. To ask wh-questions to get simple responses. e.g. Where‟s the wolf? 7. To ask children not to tell a lie. Language 1. To use verbs and verb phrases to indicate actions. e.g. play, play football, focus skip, skip a rope, fly, fly a kite, ride, ride a bicycle 2. To use the modal verb can to talk about ability. e.g. I can sing. She can sing. 3. To ask wh-questions to find out particular information about a person. e.g. What can he do? 4. To use nouns to identify persons and animals. e.g. boy, wolf, farmer Teaching Pictures, multimedia, cards, etc aids Step Teacher‟s activities Procedures Students‟ activities Purpose Part 1 Part 2 1. Greetings. 2. Sing a song. S: … 英语学习兴趣。 1. Read P42-45 2. Tell your parents what you like on New Year‟s Day gift card 教 firecracker firework 学 反 Happy new year! 思 … for you. I like….
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