护垫和卫生巾的区别-共青团中央改革方案

TEACHING PLAN FOR OXFORD ENGLISH 4A
BOOK 4A MODULE 1 Greeting to Know You

UNIT 1 Hello again Look

PERIOD 1
AIMS: (letters) :my, his, her, our, friend, classmate
2. Structures: possessive adjectives
3. Functions: Greeting people and responding greetings
Introducing someone to another.
LANGUAGE FOCUS: How to introduce someone
DIFFICULT POINTS: Using possessive adjectives:
E.g.: This is ____. Hisher name is ____.
AIDS: Book 4A P2
Cassette and a cassette player
WorkbookP1
Pictures of animals (dog cat parrot bird)
PROCEDURES
Warming up

Revision

Presentation





















CONTENTS
Rhyme

Quick response

ng:
Good morning!
How are you?








HisHer name is ___.





uce your
friendclassmate to
someone

Ss
METHODS


T&S

1) Greeting individual student
to elicit: I‟m fine, thanks.
2) change with students
3) work in pairs
1) draw a family tree to review
family members and “my, our”
2) introduce “classmate,
friend” in the class
3) say
4) practice: This is myour___.

1)T invite one student: Is this
your___ elicit: What‟s hisher
name? HisHer name is___.
2) say
3) work in pairs

1) make a model: Hi, this is
myour ___.Hisher name
is___.
2) Do substitutions with toy
NOTES

Consolidation





Assignment






Listen and read the
text

1. Make dialogues
according to the
text.
2. Exercises:
Workbook P1

r book P1
and practice
dialogue after class
3. Bring a family
photo to class

animals
3) Performance




Practice and performance
EXERCISES: Fill in the blanks with “my, your, his, her, our”
1. This is a cat. _____ name is Ginger.
2. That is a dog. _____ name is Sam..
3. Mary is in the park. ______ mother is with her.
4. What’s ____ name? My name is Ben.
5. We’re good friends. _____ pets are good friends, too.
6. He has got a bicycle. _____ bicycle is new.


板书：M1U1 Hello again
This is ____________. I my
HerHis name is _________. you your
Goodbye. See you. he his
she her
we our
classmate deskmate


课后反思：
本节课是四年级的第一节新课，在很大的篇幅上是对三年级内容的复习，在
此基础上引出了our，classmate这两个新单词，正好两个班级中都有新同学，
对于这两个 单词的理解与运用学生能比较自然，对于物主代词的运用也能得心
应手。

PERIOD2
AIMS: (letters):(swim, fly, cook, run, jump) dive, can can‟t
2. Structures: model can(can‟t)+ verb
1. Functions: Using modals to talk about ability:
e.g.: Super girl can _____.
LANGUAGE FOCUS: Talk about ability:
DIFFICULT POINTS: Identify key words by recognizing the stress.
AIDS: Book 4A P3
Cassette and a cassette player
Grammar bookP1
Wall chart, photocopiable P1

PROCEDURES
Warming up

Revision


Presentation



















Consolidation





CONTENTS
Rhyme or song

Quick response

:dive, can,
can‟t





irl
cancan‟t_____







the sound


ses
about your
superfriend

1. Workbook
book P2
2. Grammar
METHODS

Ss

T&S


1) T acts to review the
previous words: swim„
and put a tick or cross on
the chart , then elicit “ dive”
2) Say: I cancan‟t ____.
3) Say and act

1) Show the wallchart: Look
and guess what supergirl
cancan‟t do.
2) Learn: super, supergirl.
3) say
4) Listen and check (T or F)
5) Listen and read.
6) Express

1)Play the cassette, students
listen
2)Listen again, try to say
3)practice

Photocopiable P1

NOTES

Assignment book P2
3. Talk about
your parents
or
grandparents.


板书设计：Read a story
I like___________. super, can , can‟t, run,
jump
SheHe is __________. swim, dive, fly,
cook
SheHe is ___________.
…
But shehe can‟t ________.


课后反思：
这堂课学习的是can句型的肯否定 形式及一些动词，我利用讲故事的方式外
加动作演示的方法，使学生对于知识的掌握能比较轻松自如，在 随后学生自己
操练过程中，学生能掌握的比较好，对于单词dive的发音，学生还存在一些困
难。

PERIOD3
AIMS: (letters):sing, paint, write, draw
2. Structures: Can you„? Yes, I can. No, I can‟t.
ons: Asking about ability.
LANGUAGE FOCUS: Talk about ability and ask and answer simple responses
DIFFICULT POINTS: verbs
AIDS: Book 4A P4
Cassette and a cassette player
Workbook P2
Photocopiable P2

PROCEDURES
Warming up

Revision





Presentation





















Consolidation

CONTENTS METHODS NOTES

Rhyme Ss

and One acts and the rest say: HeShe
saying
cancan‟t_____
about
your parents‟
S
ability

: sing, 1) Ask individual students :Can
paint, write, you___? To elicit words
draw. 2) Say the new words

3) Express: I cancan‟t_____.




you___? 1) Ask and answer to elicit “Yes, I

can. No, I can‟t.”
2) Practice : T&S
3) Work in pairs

and 1) Listen to the tape, answer
answer questions:
e.g., How many pupils?
Who are they?
Can KittyEddie____?

4. Read after
the tape

r Say

Assignment
book P2
ok
p2


Grammarbook
2. Copy new
words
3. Do a survey

Write






Ask your friends what they
cancan‟t do.

CHART:
NAME
run
jump
swim
dive
fly
cook
paint
draw
read
sing
May













































板书设计：Look and say
Can you。。。？ sing， paint， write，
Yes，I can。 draw， read
No，I can‟t.


课后反思：
由于本堂课是建立在前一堂课的基础上的，故学生学起来就更为容易些，
利用动作的演示教学，学生感到比较亲切，学起来比较轻松，但单词的容量较
大，学生一时还记不了太多 ，有待于课后进行巩固。

UNIT 2 How old are you？
PERIOD 1
AIMS: (letters):numbers:1---- 11,birthday
2. Structures :How old are you? I‟m_____.
How old is heshe? He‟sShe‟s_____.
ons: Asking and giving one‟s own age.
LANGUAGE FOCUS: Using nouns to identify thing : It‟s my birthday.
Asking “How” questions to find out the age
Using daily expressions to express good wishes:Happy___.
DIFFICULT POINTS: identify numbers
Asking “How” questions to find out the age
AIDS: Book 4A P5
Cassette and a cassette player
Workbook P3
Photocopiable P3
Some birthday candles
Some pictures; Alice, Peter

PROCEDURES
Warming up



Revision






CONTENTS
Rhyme: A
farmer and ten
chicks


response

s



METHODS

Ss

T&S

Show the candles to review the
numbers
Say: I‟m _____.(according to one‟s
own age)
Ask and answer: How old are you?
I‟m ____.


1) Draw Alice‟s face and a
birthday cake to elicit: birthday
2) Say:

1 )review: How old is she? To
elicit :She‟s nine.
2)Say
3)Work in pairs
4) Change Alice‟s face to review:
How old is he? To elicit He‟s
eleven.
NOTES

5) Say
6) Work in pairs, do substitutions
(P2)
1)Play the cassette, listen and
follow.
2)Work in pairs
3)performance
Listen to the tape
Try to say
contest


Presentation
















Consolidation




Assignment



:
birthday


old is
shehe?
She‟sHe‟s___.

and
say

5. Learn the
sound

Do a survey




Workbook P3
Grammarbook
P3
Do a survey







Photopiable P3,find out four boys

and four girls, ask and write their
names, ages
Report back e.g.: Ben is nine.

Read and write


Ask all the students their ages and
write down, sum up :how many
boysgirls are nineten eleven years
old(chart on student book P5)

板书设计：Unit 2 How old are you？
How old are you？ How old is shehe?
I‟m ________ today. SheHe is________.
Happy birthday to you.
Thank you.

Today, birthday


课后反思 :
这节课的内容比较通俗易懂，学生的学习兴趣比较的浓厚，利用过生日的形< br>式进行一问一答的方式，学生掌握的比较好，个别学生对于单词birthday的发
音不够到位 。

PERIOD2
AIMS: (letters) fold ,blow
2. Structures: FoldDrawBlow,____.
3. Functions: Using imperatives to give instruction
LANGUAGE FOCUS: Using imperatives to give instructions
E.g.; Blow, Alice
Use appropriate format and conventions to write a birthday card.
DIFFICULT POINTS: Identify main ideas (listening task)
AIDS: Book 4A P6
Cassette and a cassette player
Workbook P3
Photocopiable P5,6
Cards, candles , matches ,knife ,cake ,crayons , envelope

PROCEDURES
Warming up


Revision

Presentation

















Consolidation






CONTENTS
Tongue twist
(sounds)

Listen and act

uce
Alice‟s
birthday party




: blow,
cut


to the
tape


ing task

Make a
birthday card




Copy
METHODS NOTES
Ss 。


T& S (Using imperatives)

1) Show the picture of Alice and a
cake
2) Introduce Alice
3) Write “Alice‟s birthday party”
4) Say
5) What do you eat on your
birthday?


1) What can you do on your
birthday before you eat a birthday
cake?
2) Elicit: blow, cut
1) listen and follow
2) try to act
listen , write and tick


1) T make a model
2) students make (photocopiable
P5)
fold___, draw___, write___, put
__into___

Assignment numbers&
How old is
heshe? How
old are you?


板书设计：Look and say
A birthday party to
Here‟s your _______. cut
Here you are. blow
dear
Make a birthday card
the card.
________ on the card.
Dear…
Happy Birthday!
From…


课后反思：
利用生日聚会的形式来学习本节课的内容，学 生兴趣十足，在随后的自由
组合进行对话中也表现较好。对于做生日卡的过程，让学生在动手中学习，使
的学习与生活实际相联系。

PERIOD 3
AIMS: (letters)ride
2. Structures: Is this your ___ ? Yes, it is. No, it isn‟t.
3. Functions: Using imperatives to give instruction
LANGUAGE FOCUS: Using imperatives to give instructions
E.g.; Come here , please .Ride your bicycle on the playground.
DIFFICULT POINTS: Using interrogatives to elicit “Yes or No” responses
AIDS: Book 4A P7
Cassette and a cassette player
Workbook P4
Photocopiable P7
Some objects

PROCEDURES
Warming up


Revision


Presentation
















Consolidation





CONTENTS
Rhyme


Quick
response

:ride



this your
___? Yes, it
, it isn‟t.






and act



I. practice


dialogues;
Give out the
METHODS

Ss


T&S


1)Ask students: Can you___? To
elicit “ride”
2)Say: ride, ride a bicycle

1)Express your objects: This is
my__. It‟s ___.
2)Ask students: Is this your____?
To elicit Yes, it‟s my ____. No, it
isn‟t my ____.
3) Try to say
4) Work in pairs
5) Do substitutions

1)Listen to the tape
2)Work in pairs
3) Act

Workbook P4:Look and say

1) Model
2) Act: e.g. Hello, is this your
birthday card?
NOTES

Assignment
birthday cards




Photocopiable
P7
Read and act
student book
P7
Yes, it , it isn‟t.
Happy birthday to you.
How old are you?
Goodbye.


板书设计：Say and act
Is this your bicycle？ ride
What‟s your name？
How old are you？
Is this your…?
Yes,it‟s my…
Ride your bicycle in the playground.


课后反思:
利用询问别人的东西引 出今天学习的内容,学生能很快进入主题，对于内容
的接受比较快，对于最后一句的朗读存在着一些困难 ，在今后的朗读练习中要
加强巩固。

Module 1 Unit 3 What are you?
Period 1
Teaching contents: P8
Teaching aim: 1. Recognize alliterative and rhyming words.
2. Open an interaction by eliciting a response.
3. Predict the meaning of unfamiliar words by using context or picture uses.
4. Develop written texts by adding personal ideas and information to writing
when a model is provided.
Teaching difficult: Asking „wh-„ questions to find out a person‟s identify.
Teaching focus: Using noun phrases to identify people, animals, events, objects
and activities.
Teaching aids: Cassette 4A and a cassette player, word and picture cards.
Teaching process:

Procedure Contest Methods Notes
Pre-task students into Look at the picture and
preparation groups. Ask them to discuss.
look at pictures of the
firemen fighting
against the fire. Walk
around the class and
say:
Look at the people.
Are they happy? Are
they sad?
Write: Fires are bad.

While-task the word and Stay in groups. To elicit
procedure picture cards to the new words.
introduce: a fireman,
a policeman. Learn the words well.
them to pay
attention to these
people‟s uniforms.

the Word & Find out all the firemen
picture cards to and policemen in the
introduce: a fireman, books.
a policewoman, an Pay attention to the
ambulance man. single noun form and
Write them on the the pronoun form.
board.
the cassette.

(Only the rhyme.)
students to
work out the
meanings of fire and
engine.
uce: telephone
by the word and
picture card.
the cassette
again.
groups of
students to read the
rhyme aloud.
the cassette.
(dialogue only)
10.


: Count the
firemenambulance
men.
Ask: How many
firemenambulance
men?
Post-task
activity





Homework



Listen and follow in
their books.







Listen and repeat.




Listen and follow in
their books.
Use the dialogue to ask
and answer about
people‟s jobs on P8.
A new rhyme. Rewrite the rhyme in
Write the rhyme on the groups.
board.
Underline the last two
lines.


Grammar Book P9
policeman——policemen
policewoman——policewomen
ambulance man——ambulance men
Board-design
Fires are bad.
policeman policewoman fireman
ambulance man



课后反思：
利用儿 歌的形式引出今天所学的内容，并且通过一些手势来模仿这些职业进
行教学，学生对于意思基本能理解。 但由于本课单词比较难读，如ambulance
man，engine，policewoman学生掌握不是很好，在接下来的操练中要加强。

Module 1 Unit 3 What are you?
Period 2
Teaching contents: P9
Teaching aim: 1. Recognize differences in the use of intonation. Discriminate
between words with different initialfinal sounds.
2. Open an interaction by eliciting a response.
Teaching difficult: Asking „Wh-„ questions to find out a person‟s identity.
Teaching focus: Using noun phrases to identify people, animals, events, objects
and activities.
Teaching aids: Cassette 4A and a cassette player, word and picture cards,
workbook 4A P5~6
Teaching process:

Procedure Contest Methods Notes
Pre-task
Review: What‟s he?

preparation
He‟s a policeman
fireman.
While-task 1. Introduce: a teacher, Repeat after the
procedure a doctor, a dentist, a teacher.
shop assistant, a Learn the words.
waiter, a waitress, a
cook, a bus-driver
and a postman.
individual
students to come to The other students try
the board and take their best to remember
away one picture which word card pairs
card each time. which picture card.
individual
students come to the Choose a picture card
front. Give a picture and match it with a
card to the student word card.
who is going to do the
matching instead of
allowing the students
to choose.
away all the
word and picture
cards. Hold up a
picture card one at a
time and ask: Who‟s

she? She is a nurse.

Post-task Listen and follow.
activity Listen and repeat.
Read aloud.


Homework


Board- design

Picture cards Word cards What‟s shehe?
…… …… SheHe is…




课后反思:
本节课是关于 职业的单词,我利用情景与图片的形式进行单词的教学,使得
单词的学习不在枯燥无味,利用学生扮演职 业的形式来巩固所学单词.学生的学
习兴趣还是比较浓厚,只是在单词的发音上还是存在一定的困难,w aitress，shop
assistant，dentist因为这节课的单词较多,而且有点难 度.在接下来的朗读中要加
强。
.











the class into 2
groups. Group a
keeps all the pictures
cards while group B
keeps all the word
cards.
e students into
groups of 4. Make the
word and picture
cards according to
the steps on P11.
the cassette.
it again.
individual
students.
2. Workbook P5
Workbook P5

The student in Group A
take turns to choose a
picture card, hold it up
and ask: Who‟s he she?
Then do the ask and
answer work.

Module 1 Unit 3 What are you?
Period 3
Teaching contents: P10
Teaching aim: 1. Use appropriate intonation in questions and statements.
2. Open an interaction by eliciting a response.
Teaching difficult: Asking „Wh-„ questions to find out various kinds of specific
information about a person.
Teaching focus: Using nouns to identify people.
Teaching aids: Cassette4A and a cassette player, word and picture cards,
workbook P7.
Teaching process:
Procedure Contest Methods Notes
Pre-task different jobs Read the words.
preparation using the word and
picture cards.
up a picture
To elicit: He‟s She‟s …

card and ask: What‟s
Practise the sentence.
heshe?
While-task my students what
procedure my parents do.
Say: My father‟s a …
My mother is a …

around the For more able students,
class, ask individual introduce some more
students: What does common jobs. E.g.
your father do? manager, factory
(mother) worker, clerk,
Ask a few guided accountant.
questions to help
students understand.
e.g. Is shehe a
doctor?
the cassette. Listen and follow in
the cassette. their books.
Work in pairs to do the
role-play.
pairs of
students to do it in front
of the class.
a survey on P10. May walk out from
hisher desk and
interview the other
students by using the

Post-task Workbook P7.
activity

Homework Grammar Book P10


Board-design
What does your fathermother do?
1. My fathermother is …
2. He‟sShe‟s …


课后反思:
这节课是在上节 课的基础上对单词进一步熟悉与巩固,在此基础上学习对于
职业询问的另一种方法,学生对于新学知识的 询问很容易遗漏do,而且还是习惯
用上节课的知识来提问,在下面的课文学习中要让学生用新知识来操 练.




























sentences.

Module1 Unit 3 What are you?
Period 4
Teaching contents: P12
Teaching aim: 1. Recognize differences in the use of intonation.
2. Use appropriate intonation in questions and statements.
3. Develop written texts by reproducing sentences or putting
the words in a logical order.
Teaching difficult: Asking simple questions to obtain „YesNo‟ responses.
Teaching focus: Using nouns phrases to identify people, animals, events.
Teaching aids: Cassette 4A and a cassette player.
Teaching process:
Procedure Contest Methods Notes
Pre-task a postman a Performance it.
preparation cook, etc.
: What am I?
To elicit: You‟re a …

Say: Yes, I‟m a …
No, I‟m not a …
While-task Look at P11. Make and
procedure play.
the word and S1 chooses a card. S1
picture cards and put and S2 use the
them on my desk,
following. Don‟t let S2
face down. see the card. S1 and S2
following dialogue to
start and guess: What
am I?

Are you a …? Yes, I‟m

a … No, I‟m not a …
3. Play the guessing game
in groups of four. E.g.
S1: What am I?

S2: Are you…?

S1: Yes, I‟m…
No, I‟m not…
Post-task What is heshe?
activity students into Each group chooses
groups.( game) three jobs and collects
pictures of people who
do the jobs and pictures
of things these people
use at work.
2. Stick the pictures in a
sketchbook. For less

able students try to
write. For average and
more able students, try
to write captions for
some of the pictures.
For more able students,
try to know the name of
the objects those people
use and copy the words
down under the
pictures.


Homework Grammar P11

Board-design
What am I? You‟re a…
Are you a…? YesNo, I‟m
(not)…


课后反思:
这节课是在前面的基础上对于职业单词的复习与巩固,以做游戏的形式进行
猜谜游戏,学生兴趣浓厚,学得非常的起劲,对于知识的运用也能比较得心应手.还
强烈要求再玩这游 戏。

Module 1 Unit 3 What are you?
Period 5
Teaching contents: P12
Teaching aim: 1. Locate specific information in response to simple instructions or
questions.
2. Open an interaction by greeting peers using appropriate
formulaic expressions.
3. Provide information in response to „yesno‟ questions.
Teaching difficult: Asking „yesno‟ questions to obtain simple responses.
Teaching focus: Asking „Wh-„ questions and „How‟ questions to find out a
person‟s information.
Teaching aids: Cassette 4A and a cassette player.
Teaching process:
Procedure Contest Methods Notes
Pre-task students Interview the other
preparation questions to students.
encourage them to Practice the oral
talk about their practice.
friends.
E.g. Who‟s your best

friend? How old is
heshe? What does
heshe like? What can
heshe do?
individual
students questions
about their father or Describe their parents
mother or other or relatives.
family members.
While-task the dialogue on Follow in their books.
procedure the cassette.
the dialogue in Follow the tape and
four parts. repeat.
students into
pairs to act out the
dialogue.
pairs to act the Vote for the best group.
dialogue to the class.
Post-task the task by Substituting the persons
activity having the same pairs in the photograph with
practise the dialogue. other family members.
3. Select pairs to act
the modified

dialogue.

Work in pairs
Homework

Board-design
Who‟s heshe?
How old is heshe?
What does heshe do?
What can heshe do?

课后反思:
以问答形式进入今天学习的内容,在学生的回答中进行课文的学习,然后让
学生以自编对话的方式来巩固所学内容,学生掌握的较好,在对话表演中能运用
自如.

Module 2 Me, my family and friends
Unit 1 A new classmate
Period One
Teaching contents: Say and act
Using common expressions to introduce oneself.
AIMS: 1)To learn the new words: classmate, shoulder, knee, toe.
2) To learn the sentence: You can call me...
3)Using nouns to identify different parts of the body.
e.g. shoulders
4) Using common expressions to introduce oneself.
e.g. You can call me Kally.
Language focus: Using nouns to identify different parts of the body.
e.g. shoulders
Using common expressions to introduce oneself.
e.g. You can call me Kally.
Difficult and key points:
1) Using nouns to identify different parts of the body.
2) Using common expressions to introduce oneself.
Teaching aids: some masks, a cassette player.
Word and Picture Cards: different parts of the body.
Teaching procedure:
Procedures

Warming-up
Contents
1. Listen to a
song.
2. Daily talk.
Methods
Ss
notes
以自我
介绍的
内容为
主进行
日常对
话练习。

Revision
Introduce
oneself.
S
Presentation

1. You can
call
me___?




Show a mask.:
1) Who is coming?
How does she
introduce herself?
2) Listen to the tape
and learn: You can
call me…

3) Let‟s greet her,
to elicit:
HelloHi…,
Kally.







and
answer





2. Practice







Introduce
parts of body
Kally is our new
classmate. What did
Miss Fong say? Please
listen to the tape.
We have a new
classmate.
Ask and answer.
e.g. What‟s the
name of the new
classmate?
Play the cassette
again. Students listen
and repeat.

3. Divide students
into groups of four.
Have students do
the role-play in
groups.
4. Invite groups of
students to act in
front of the class.
5. To show the
students about a
boy or a girl‟s
pictures. Label
different parts of
the body.
Introduce: head,
shoulder, knees
and toes with the
help of the Word
and Picture Cards.
For more able

students, review:
Consolidation



















Homework




1. Play a
game with
your
students












song
eyes, nose, mouth
and ears by asking
them to label these
parts.
Have students touch
different parts of their
body as you read
aloud. For less able
students, demonstrate
the actions as well. Put
all the words and
Picture Cards which
show different parts of
the body on the board.
For more able
students, ask them
sometimes to touch
one eye, sometimes
touch both eyes, etc.

Have students close
their books.
Encourage students to
recite the song .
1. Distribute a copy of
Photocopiable
page14 to each
student . Play the
song again. Have
students write in the
order of different
parts of the body
mentioned in the
song. Have them
find out the parts of
the body which have
been mentioned
游戏比
较简单，
可以适
时让学生来进
行下口
令。

most.
2. Recite the words
and the dialogue.

Board- design
Unit 1 A new classmate

We have a new classmate.
You can call me…
head shoulder knee toe

课后反思：
这节课是对宾语的初步认识，学生对于me的用法能接受并且领会，而
对于其他宾语的用法就有点乱，在练习中混淆的很多，对于后面的歌曲及其中
的单词，利用老师 说，学生边说边指的形式，学生掌握较好。

Module 2 Me, my family and friends
Unit 1 A new classmate
Period 2
Teaching contents: Look and say
Teaching Aims:
AIMS:
1） To learn the words and phrases: round, a head, an ear…
2） To learn the steps of making a puppet.
3） To learn the sentences: My…isare…
Language focus： Using nouns to identify different parts of the body
e.g. My face is round.
Difficult and key points: Using nouns to identify different parts of the
body
Teaching aids: 1) a cassette player,
2) Word and Picture Cards: different parts of the body
3) Photocopiable pages 8and 9
4) Scissors, some strings and some sticky tape
Teaching procedure:
Procedures
Warming-up



Revision
Contents
1. Daily talk.
1. song



2. Practice
Methods
Ss
Review parts of the
body by asking
students to sing the
song again.
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.
Presentation

notes


1. Make a Distribute a sheet of

puppet.





drawing paper to each
student. Have them
draw, cut out and make
their own puppet.
Remind students to use
different colours for the






Consolidation




2. Introduce
your own
puppet.






about
your puppet

Listen and
colour
eyes and hair of the
puppet.

Write the sentences on
the board.
My hair is___.
My eyes are___.
My ears are____.
My nose is ___.
My mouth is___.
My face is___.

Invite individual
students to introduce
their puppet to the
class.

Divide students into
groups. Ask each
student to give a name
to hisher puppet. They
then take turns to
introduce their own
puppet to the other
group members.
Distribute a copy of
Photocopiable page 15
to each student. First,
students listen and
identify the clowns.
Then students listen
and colour the clowns




在介绍木
偶的基础
上进行自
己的介绍
和第三人
称 他人的
介绍。

accordingly.
Homework 1. Copy the
new words
and
expressions
.
2. Say
something
about you.

Board-design

Make a puppet
1. a card
2. Draw a round head and a body.
3. Draw a face. Draw arms and legs.
4. Cut.
5. Stick the string. Use tape.


课后反思：
在上课过程中，我 利用简笔画的形式在黑板上边画边进行一些单词的教
学及做一个木偶过程的演示，随后用边指边说的过程 进行复习，学生掌握良好，
也能按照范例进行自我简单的介绍，收获较好。