推广普通话黑板报-上海版牛津小学英语4A四年级上册教案(全册):莆田学院网

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火星文签名-南京高考分数线

Module 1 Getting to know you
Unit 1 Hello again
Period One
Teaching contents: Look and say & Look and talk
Teaching aims :
1. Basic aims :
a. Using nouns to identify people. e.g. Kitty’s my classmate.
b. Using demonstratives to refer to people. e.g. This is my …
c. Using possessive adjectives. e.g. This is our dog.
2. Developing aims:
a. Using possessive adjectives to show possession.
b. Using formulaic expressions to greet people and respond to greetings,
introduce others and take leave.
c. Free talk.
ion aims: Greet people and introduce oneself politely.
Difficult and key points:
1. Introducing someone to someone else.
sive adjectives.
Teaching aids: pictures, word cards, cassette player, and soft toy animals
Teaching Procedure:
教学步骤
Warming-up
Pre-task
preparation
on

tation
方法与手段
(Two fat boys in the rain)
(Good morning)
补充与修改

two soft toy animals to review the
greetings and response.
Cat: Good morning.
How are you?
Dog: I’m fine, thanks.
2. Move round the class and greet
individual students using ‘Good
morning. How are you?’
3. Ask students to greet each other in
pairs.
1. Use glove puppets to identify people.
Introduce: Ben, Kitty, Eddie, and
Wendy.

2. Guess: Who is Wendy?
to elicit: She’s Eddie’s sister.
While-task
procedure
uce:
classmate

uce:our

1. Invite one student to stand up. Say:
HeShe is your classmate. You’re
classmates.
2. Imitation
(Show the word card) Ask students to
read the word several times.
3. Invite a different student to stand up.
Ask: What’s hisher name? Prompt the
students to say: This is my classmate.
HisHer name’s ___.
4. Substitution:
In groups of four, have students
introduce their classmates.
1. Show the toy dog. Ask: Whose dog is
this? to elicit: It’s Kitty and Ben’s dog.
2. Play the cassette: This is our dog. His
name’s Sam.
3. Imitation:
a. Show the word card. Ask students to
read the word.
b. Play the cassette again. The
students listen and repeat.
4. Sentence making: e.g. This is our
friendclassmateteacher. HisHer
name’s ___.
3. Listen and 1. Play the cassette: Look and say. The
answer students listen carefully.
2. Answer the questions:
Who’s Eddie’s classmate?
Who’s Wendy?
Whose cat is this?
What’s the cat’s name?
the cassette again.
The students listen and repeat.

Post-task
activities
1. Production

2. Assignment

1. In groups of four, have the students
practice the dialogue.
2. Play a game (Look and talk)
a. Write the numbers on the back of
the word card.
b. Students choose the different
numbers.
c. Then ask students to complete the
dialogue according to their cards.
3. Free talk
Encourage students to introduce their
pets, their classmates using their own
name and their toy animals.
1. Introduce your parents using ‘This is …
HisHer name’s…
about one of your classmates.

板
书
设
计

课
成功经验
后
随
思考与对策
笔

Period Two
Teaching contents: Read a story & Learn the sound
Teaching Aims:
1. Basic aims:
a. Using verbs to describe actions. e.g. run, swim, jump
b. Using modals to talk about ability. e.g. She can run.
c. Using connectives to link contrasting ideas e.g. But she can’t cook.
d. Saying the sound ‘ch-‘
2. Developing aims:
a. Read and act the story
b. Talking about ability.

c. Write a simple story.
Teaching aids: pictures, word cards, cassette player, and mask
Teaching Procedure:
教学步骤
Warming-up
Pre-task
preparation
1. Revision

方法与手段
Song (I can sing)

1. Say and act: sing, draw, write
2. Sentence making:
e.g. I can draw a dog.
补充与修改

I can sing a song.
2. Presentation 1. Put on the mask. Ask: Do you
know him? to elicit: He is a
Superman.
2. Encourage students to describe
Superman.
e.g. He’s strong. He’s
bravesuper.
While-task
procedure
uce:
run, jump,
swim, dive,
fly

uce:
cook,

1. Ask students to guess what
Superman can do.
2. Put the word and picture cards on
the board in random order. Using
mine, introduce: run, swim, jump,
dive, and fly.
3. Read the words with actions.
4. Invite individual students to come
out and match the words and
pictures.
5. Invite students to say what
Superman can do.
e.g. He can run. He can dive.
1. Ask students what they think
Superman can’t do.
2. Using mime, introduce: cook
3. Introduce: Superman can fly. But
he can’t cook.

story
4. Sentence making:
the 1.
e.g. I can sing. But I can’t fly.
Ask: Do you like Superman?
to elicit: Alice likes Supergirl.
She’s reading a story about
Supergirl.
Ask students what they think
Supergirl can or cannot do.
Play the cassette. The students
listen and check their guesses.
Play the cassette again. The
students listen and repeat.
2.
3.
4.
Post-task
activities
1. Production

2. Learn
sound

3. Assignment

or False
Ask students to read the
statements in Read and answer.
Do number 1 and number 2 with
the students to help them
understand the words ‘True’ and
‘False’. Then ask them to finish
the rest of the exercise.
2. Invite students to retell the story.
3. Draw and write
Divide students into groups of
four. Have them draw a picture of
their favourite cartoon character
and write the caption underneath.
Then talk about each drawing.
the 1. Have students repeat the sound
and words after you.
2. Play the cassette. Students listen
and repeat.
individual students to read
aloud the sentences.
1. Retell the story.
2. Write a story about your favourite
cartoon character.

课

后

随

笔

成功与经验

思考与对策

板

书

设

计

Period Three
Teaching contents: Look and say & Ask and answer
Teaching aims:
aims:
a. Using verbs to describe actions. e.g. paint, read
b. Using interrogatives to ask ‘yesno’ -questions to obtain simple responses.
e.g. Can you swim?
c. Using modals to talk about ability.
e.g. Yes, I can. No, I can’t.
2 .Developing aims:
a. Asking about ability.
b. Do a survey in class.
ion aims: Talking about ability to establish friendly relations with your
classmates.
Teaching aids: pictures, word cards, cassette player,
Teaching Procedure:
教学步骤
Warming-up
方法与手段补充与修改
1. Song
2. Responding to simple
instructions
e.g. Sing a song. Draw a circle.

Invite individual students to come
Pre-task
preparation
1. Revision

tation
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: HeShe
cancan’t…
Invite individual students to stand
up. Point to the pictures and ask:
Can you …? And prompt them to
use: Yes, I can. No, I can’t. to
answer your questions.

1. Introduce: paint by miming a
painting action, and then stick
the Word and Picture Cards on
the board.
2. Read the word with action.
3. Ask individual students: Can
you paint? to elicit: Yes, I
, I can’t,
4. Ask and answer in pairs.
1. Draw a picture on the board.
Ask: What can she do? to elicit:
She can read.
2. Read the word in different
voices.
3. Ask individual students: Can
you read? What can you read?
to elicit: I can read Englisha
story.
While-task
procedure
1. Introduce:
paint

uce:
read

3. Listen and 1. Play the cassette: Look and
say say. Students listen.
2. Play the cassette again. The
students follow in their books
and, in groups of four, practice
the dialogue.
3. Invite individuals to read the
dialogue to the class.

Post-task
activities
1. Production

ment

1. Show a photo album. Tell
students that it is your album.
Encourage them to ask about
your photograph using ‘Can
you …?’
2. Students work in pairs using the
pictures in Ask and answer to
find out what their partner can
and cannot do.
3. Do a survey:
Ask students to walk around the
class and interview three to five
classmates. Students are to find
their classmates who can or
cannot do a certain thing.
Invite individual students to
report back to the class.
1. Complete Workbook page two.
2. Write about your ability using ‘I
can…’

课

后

随

笔

成功与经验

思考与对策

板

书

设

计
Module 1 Getting to know you
Unit 2 How old are you?
Period One

Teaching contents:
Look and say. Ask and answer
Teaching aims:
1. Basic aim: 能听懂，会说，会读本课对话. E.g. How old …? Happy
birthday. Thank you.
2．Education aim: 会相互询问对方年龄，庆贺对方生日，增进感情。
3．Developing aim: 能运用本科知识，在一定的语境中进行扩散性的对话。
Difficult and key points:
1. 会询问对方的年龄，说出对方的年龄。
2. 灵活运用所学知识进行情景会话。
Teaching aids
: pictures , cards , tape …
Teaching procedure:
Procedure Contents
Warming-up 1, Rhyme
Methods
,two,three, in,please.
Close the door. Five,six,seven,eight.
Look at the clock. You are very late
Nine,ten. Don’t be late for school
Again..
The numbers 2. Song
Pre-task
preparation
on
uce:
your friend
Supergirl, 1.( Show the picture of Supergirl.)
T: Do you like Supergirl?
T: Can you introduce her?
2. Please introduce your good friend for
us.
3. T: Can you…?
P: Yes, I can. (No, I can’t.)
4. T: Can you draw a cake?
P: Yes, I can draw a cake.
T: Can you draw it on the board?
P: Yes…
( Ask four students to draw.)
T: Can you draw candles on the
cake?
….
and answer
tati-on 3. questions

While-task
Procedure
ica-l
practice

1. Learn to say: Happy 1. ( Show four children’s face on the board.)
birthday.
T: Today is those children’s birthday.
Introduce: He’s Paul. Today is his birthday.
He’s nine today. Happy birthday, Paul.
2. For more able students, use guided questions to
prompt them to say the above lines. For example:
What’s hisher name? How old is heshe? Then,
have the whole class say: Happy birthday,
( name ).
2. practice
How old…?
T; How old are you?
Pa: I’m … How old are you?
Pb: I’m … How old are you?
Pc: …
1. Look and say.
Have students listen and repeat. Then invite
pairs of students to do simple role-plays using
the dialogue.
2. Ask and answer.
Count the candles with the students. Ask: How
old are you? to elicit: She’s nine. Have pairs of
students take turns to ask and answer.
Task: Boys, listen. Who is nine? Put your hand up,
etc.
Then write the correct numbers in the boxes.
3. Cassette
gful
practice
Do a survey
Post-task
activity
tion
1. A memory game. How 1. Divide students into groups of four.
old is heshe? 2. One student asks the others of four.
How old are you?
3. The other groups ask: How old is …? The
student answers : He’sShe’s …
4. The student with the most correct answer wins
the game.
3. Free talk. Ps: Have a short dialogue. Then work in pairs.
e.g. Hello, I’m …
Nice to see you.
What’s your name?
How old are you?

ment 1. Use “ How old …?” to get some information.
2. Complete Grammar Practice Book 4A page4.

Writing:
picture1 picture2 picture3 picture4

birthday Happy birthday, Paul.
Thank you.
How old are you? I’m …
How old is heshe? He’sShe’s …

Period Two
Teaching contents
: Look and say
Teaching Aims
:
1. Basic aim: 能听懂，会读，会说本课对话。
2. Education aim: 初步了解做生日贺卡的步骤的简单用语。
3. Developing aim: 能灵活运用生日用语进行交际性的情景会话。
Difficult and key points
:
1. 本课对话的掌握及制作贺卡的简单用语。
2. 能灵活运用生日用语进行交际性的情景会话。
Teaching aids
: tape , pictures , knife, cake, birthday card…
Teaching procedure
Procedur
Warming-up
Contents
1. Song
2. Daily talk
Methods
1. HAPPY BIRTHDAY
2. Ask: What’s your name?
How old are you?
Are you…?
Can you…?
…
1. T: Your book is on the ground. Here you are.
Pa: Thank you.
2. T: I’ve got many presents for you.
What do you want?
Pa: I want…
T: Here’s your…
Pa: Thank you, Teacher.
Pre-task
preparation
1. Revision

Sentence:
Here’s…
Thanks.

tati-on 1. Guessing 1. ( Show the picture of Alice.)
T: Guess. How old is Alice?
T: She’s nine. Today is Alice’s birthday.
Prompt students to say. Happy birthday
2. ( Show the pictures on the board.)
Tell the class that Alice is having a birthday
party. Use guided questions prompt the
students. e.g. Can you see Alice’s friends?
Who are they? What do they eat?
1. Use the pictures on the board to introduce new
lexical items. e.g. fruit, biscuits, sandwiches,
ice-cream. Introduce: a birthday card. For average
and more able students, introduce a few lexical
items, e.g. chocolate cakes, cheesecakes candles,
juice, etc.
1. Look and say.
Students listen. Introduce: blow by lighting a
candle and blowing it out. Introduce: cut. Use a
knife and cut a cake.
2. Play the cassette again. Students listen and
repeat. Then invite groups of students to act the
story in front of the class.
Ask students to have a birthday to Ann. Then work
in pairs.
1. Tell students that they are going to make a
birthday card. Ask them to read the instructions
and look at the pictures in Make a birthday card.
This listening task will give the students additional
practice in using the language learned in this
module. The task sheet for this listening activity is
to be found on
Photocopiable page 6.
While-task
procedure
ic
-al practice

1. Introduce
2. cassette
gfu-l
practice
1. Dialogue making
2. Make a birthday card.
Post-task
activity
listen

me-nt

Cassette
1. Make a birthday card for your good friend.
2. Have a birthday party for himher.
Writing
A birthday party
Happy birthday to you.
Pictures Happy birthday, dear Alice.
Blow, Alice.
Cut the cake, Alice.

Period Three
Teaching contents: Say and act. Ask and answer.
Teaching aims:
1. Basic aims: 1).能听懂，会读，会说本课对话。
2).回用句型 Is this your …?进行问答。
2. Education aim: 培养学生之间团结友爱的精神。
3. Developing aim: 灵活运用本课句型，对话进行情景会话。
Difficult and key points
:能将本课句型，对话运用到一定的语境中进行交际性会
话。
Teaching aids
: a big bag, cassette, pencil…
Teaching procedure:
procedure
Warming-up
contents
1. song
2. ask and answer
methods
e.g. How old are you?
How old is heshe?
What’s your name?
What’s hisher name?
…

Ask the students to introduce himselfherself.
e.g. name, age, etc.
1. Carry a big bag and walk around the class.
Invite individual students to put a stationery
item into your bag when you walk past.
2. Put the collection on the desk. Pick one thing
up and ask: e.g. Is this your pencil,(name)? to
elicit: Yes, it
is my , it isn’t my pencil.
3. If you make a wrong guess, encourage the
students to tell you who that particular object
belongs to. e.g. It isn’t my pencil. It’s hisher
pencil. Ask students to point to the owner.
T: Say a word.
Pa ( Ps)
Pre-task
preparation
1. revision
tatio-n

Introduce
Review possessive
adjectives.

While-task
procedure
1. Imitation: Is this
your…?

1. Mechanical
practice
2. Cassette 1. Play the cassette: Say and act.
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. Then work in pairs
3. Invite pairs of students to do the role-play in
front of the class. Have students vote for the
best pair.
1. Ask students to read the dialogue in Ask and
answer.
2. Form students into groups of six. Have each
student put three things into the bag without
letting the other group members see what
heshe has put into it.
Students take turns to ask questions and play a
game similar to the one in the Pre-task
preparation. The fastest group to find out which
object belongs to whom will be the winner.
2. Meaningful
practice
1. Ask and answer.
2. Play a game.
Post-task activity 1. Photocopiable page 7. 1. Ask students to complete this page. Have
more able students fill in the cards and less
able students fill in the speech bubbles.
2. For more able students, encourage them to
form groups and take turns to act as the DJ.
2. Workbook page4 1. Have students work in pairs and complete
Read, circle and write orally.
2. Students fill in the blanks individually
3. Invite pairs of students to read the dialogues
to the class. The rest of
the class check answer.
1. Use “ Is this your …?” to get some
information.
2. Make five sentences about: Is this…? Yes, …
No, …

3. Assignment
Writing
Is this your bicycle? Pictures
Yes, it’s my bicycle.
No, it isn’t my bicycle.
Ride your bicycle.

Unit 3. What are you?
Period One
Teaching contents: Look and say.
Teaching aims:
1. Basic aims: 1). 能听懂，会说，会拼读单词fireman, policeman policewoman
an ambulance man
2). 能听懂，会读，会说句型：What’s heshe? He’sShe’s…
3). 能听懂，会说，会读并会表演儿歌。
2. Education aim: 培养学生的安全意识。
3.
Developing aim: 培养学生模仿儿歌，自编自创儿歌的能力.

Difficult and key points:
1 能拼读本课单词，表演儿歌。
2 能自编自创儿歌，并表演
。
Teaching aids:
cassette, picture cards, telephone…
Teaching procedure:
procedures
Warming-up

Pre-task
preparation
1. Revision

contents
1. song
2. Daily talk.
Job: e.g. teacher,
worker, driver, doctor…

methods

( tape recorder )
Ps: say, act and sing
1. T: I’m a teacher. You are students. Please tell us
loudly. What are you?
2. T: What is your motherfather?
Pa: He’sShe’s a doctor.( worker, driver …)
( show the picture of Alice’s father )
T: Please guess. What’s Alice’s father?
Pa: guess what Alice’s father is by
answering.
tatio-n

Guessing

While-task
procedure
ical
practice
1. learn the words:
fireman, policeman,
policewoman, an
ambulance man
1. ( show the picture cards on the board)
T: Alice’s father is a fireman. Alice’s uncle is a
policeman.
2. introduce: a fireman, a policeman
3. Ask students to find all the firemen and
policemen in the picture on the board. Then
introduce: policewoman, an ambulance man.
Write the words on the board.
1. Use pictures to introduce: firemen, policemen,
policewomen, ambulance men. Write the words
on the board.
2. Draw one fireman on one side and three
firemen on the other side of the board. Write:
one fireman and three firemen under the
relevant picture. Use a different colour chalk to
write the “e” between “m” and “n”.
1. Play the cassette: Look and say.( play the rhyme
only). Students listen.
2. Prompt students to work out the meanings of
fire and engine. Say: e.g. Look at the fire. This
is a fire engine. What colour is it?
3. 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 time students
have used telephone as a verb.
4. Play the cassette again. Students listen and
repeat. Then ask them to read and act.
1. play the cassette.( dialogue only). Students
listen and repeat.
2. Students use the dialogue to ask and answer
about people’s jobs.
3. Say: Count the firemenambulance men. Ask;
How many firemenambulance men? For less
able students, count the firemenambulance men
with the
students.
: firemen
policemen policewomen
ambulance men
3. learn to say the rhyme
gful
practice
Ask and answer.

Post-task activity
1. A new rhyme. Make a new rhyme.
1. Ask students to make a new rhyme like Page8.
Underline the fifth and the sixth line using a
different coloured chalk. Say: firemen have a
fire engine. What have ambulance men got? To
elicit: ambulance. Ask: What have policemen
got? Prompt your students to say: police car.
Write: ambulance beside ambulance men and
police car beside policemen on the board.
2. Divide the class into two groups and rewrite the
rhyme. Have one group rewrite it using
ambulance and ambulance men. Have the other
group rewrite the rhyme using police car and
policemen.
3. Invite individual students from each group to
read aloud their new rhyme.
2. Assignment 1 . Spell the words and copy.
2. Tell your parents the new rhyme.
Writing
What are you?
a fireman firemen Pictures
a policeman policemen
a policewoman policewomen
an ambulance man ambulance men
Look at the fire,
Fire, fire. Pictures
Telephone one,
One, nine.
Bring the engine,
Engine, engine.
Here are the firemen,
Firemen. Firemen.

Unit 3. What are you?

Period One
Teaching contents: Look and say.
Teaching aims:
4. Basic aims: 1). 能听懂，会说，会拼读单词fireman, policeman
policewoman
an ambulance man
2). 能听懂，会读，会说句型：What’s heshe? He’sShe’s…
3). 能听懂，会说，会读并会表演儿歌。
5. Education aim: 培养学生的安全意识。
6. Developing aim: 培养学生模仿儿歌，自编自创儿歌的能力.
Difficult and key points: 1 能拼读本课单词，表演儿歌。
2 能自编自创儿歌，并表演。
Teaching aids: cassette, picture cards, telephone…
Teaching procedure:
procedures contents methods
Warming-up 3. song
4. Daily talk.
Pre-task
preparation
1. Revision
( tape recorder )
Ps: say, act and sing

Job: e.g. teacher, 3. T: I’m a teacher. You are students.
worker, driver, Please tell us loudly. What are you?
doctor… 4. T: What is your motherfather?
Pa: He’sShe’s a doctor.( worker,
driver …)

Guessing ( show the picture of Alice’s father )
T: Please guess. What’s Alice’s
father?

Pa: guess what Alice’s father is by
answering.

tati
o-n

While-task 2. learn the words: 4. ( show the picture cards on the
procedure fireman, board)
icapoliceman, T: Alice’s father is a fireman.
l practice policewoman, Alice’s uncle is a policeman.
an ambulance 5. introduce: a fireman, a policeman
man 6. Ask students to find all the
firemen and policemen in the
picture on the board. Then
introduce: policewoman, an
ambulance man. Write the words
on the board.

: firemen 3. Use pictures to introduce: firemen,
policemen policemen, policewomen,
policewomen ambulance men. Write the words
ambulance men on the board.
4. Draw one fireman on one side and
three firemen on the other side of
the board. Write: one fireman and
three firemen under the relevant
picture. Use a different colour chalk
to write the “e” between “m” and
“n”.

3. learn to say the 5. Play the cassette: Look and
rhyme say.( play the rhyme only). Students
listen.
6. Prompt students to work out the
meanings of fire and engine. Say:
e.g. Look at the fire. This is a fire
engine. What colour 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 time
students have used telephone as a
verb.
8. Play the cassette again. Students
listen and repeat. Then ask them to
read and act.

gfu
l practice
Ask and answer.

Post-task
activity
1. A new
rhyme.
2.
Assignment

4. play the cassette.( dialogue only).
Students listen and repeat.
5. Students use the dialogue to ask
and answer about people’s jobs.
6. Say: Count the firemenambulance
men. Ask; How many
firemenambulance men? For less
able students, count the
firemenambulance men with the
students.
4. Ask students to make a new rhyme
Make a new like Page8. Underline the fifth and
rhyme. the sixth line using a different
coloured chalk. Say: firemen have a
fire engine. What have ambulance
men got? To elicit: ambulance. Ask:
What have policemen got? Prompt
your students to say: police car.
Write: ambulance beside
ambulance men and police car
beside policemen on the board.
5. Divide the class into two groups
and rewrite the rhyme. Have one
group rewrite it using ambulance
and ambulance men. Have the
other group rewrite the rhyme
using police car and policemen.
6. Invite individual students from each
group to read aloud their new
rhyme.
1 . Spell the words and copy.
2. Tell your parents the new rhyme.

Module 1 Getting to know you
Unit 3 What are you ?
Period Two
Teaching contents : Look and learn
Teaching Aims:
1．知识目标：1. 能听懂、会说、会读单词：teacher , doctor , dentist , nurse ,
shop assistant , waiter , waitress , cook , bus-driver ,
postman .
2. 会询问并说出某人的职业。What’s heshe ? He’sShe’s … .
3. 初步了解ph- , wh- 的发音规则。
2．能力目标：能用英语交流询问对方的职业。
3．情感目标：激发学生热爱学习的情感，使他们从小树立远大志向。
Difficult and key points:
会询问或说出某人的职业。
Teaching aids:
pictures , recorder
Teaching procedure:
教学步骤方法与手段补充与修改

1. Sing a song
Warming-up
2. Daily talk
Review: What’s he ? He’s a policeman.

Revision
He’s a fireman. ect . using the picture
cards.
1. Introduce: a teacher , a doctor , a

dentist , a nurse , a shop assistant , a
waiter , a waitress , a cook , a

bus-driver and a postman using the

Presentation
word and Picture cards . Write the

words on the board . Have students

repeat after you . Spell the words.

2. Have individual students come to the

desk choose a picture card and

match it with a word on the board .

3. Take away all the (Word and) Picture
Presentation
cards on the board . Hold up a

picture card one at a time and ask ,
e.g. What’s she ? to elicit : She’s a
nurse .
Consolidatio
1. Divide the class into two groups .

n
Group A do the actions (you show the

word cards) and group B makes
guesses .
e.g. Group A : What’s heshe ?
Group B : He’sshe’s aan… .
2. Continue the game by having Group
B ask the questions and Group A
answering them . One score for each
correct answer. The group with the
highest score will be the winner .
3. Practise in pairs . Ask individual
students to come to the front and ask
the question . The rest of the class
guess .
1. Play the cassette : Learn the sounds .

Students listen and follow in their
books .
Learn the
2. Play the cassette again . Students
sounds
listen and repeat .
3. Invite individual students to read
aloud the sentences .
成功与经验
Look and learn
What’s heshe ?He’sShe’s … .
课板
a teacher a doctor a dentist a
后书
思考与对策
waitress a shop assistant a waiter a
随设
nurse a cook a bus-driver a
笔计
policeman a fireman a
postman
Module 1 Getting to know you
Unit 3 What are you ?
Period Three
Teaching contents : Look and say
Teaching Aims:
1．知识目标：1. 会听懂、会读、会说本课对话。
2. 会询问对方父母兄弟的职业并回答：
e.g. What does your father do ? He’s a doctor .
2．能力目标：进一步培养学生交流职业的能力。
3．情感目标：使学生树立远大理想并为之努力。
Difficult and key points:
会询问对方父母或兄弟姐妹的职业并回答。
Teaching aids:

Picture cards , recorder
Teaching procedure:
教学步骤
Warming-up
方法与手段
1. Sing a song
2. Daily talk
补充与修改

Revision
Review different jobs using the picture

cards . Hold up a picture card and ask :
What’s heshe ? to elicit : He’sShe’s
aan … .
1. Tell your students what your parents

do .
Say : My father is a …. My mother is
a ….

2. Walk around the class , ask
Presentation
individual students : What does your

fathermo- ther

do ? Ask a few guided questions to

help students understand this

question, e.g. Is heshe a doctor ?

etc .

3. Play the cassette : Look and say .

Students listen and follow in their
Presentation
books .

4. Play the cassette again . Students
listen and repeat .
1. Have students work in pairs to do the

roleplay . Invite pairs of students to
act in front of the class .
2. Ask the students to interview their
class- mates and find out what their
parents do . Allow ten students to
Consolidation
walk around the class at a time . Each
have three minutes to interview as
many classma- tes as they can and
record their answers . Walk around
the class and provide assistance
whenever necess- ary , especially
with the names of jobs .
3. Invite individual students to report

back . e.g. (name)’s fathermother is
a …. (grandfather,) (sisterbrother)
4. a. Workbook page 7.
b. Grammar Practice Book 4A
page 10.
成功与经验
Look and say
What’s does your father
do ?
He’s aan … .
What does your mother
课
后
随
笔
思考与对策
板
书
设
计
do ?
She’s aan ….

Module 1 Getting to know you
Unit 3 What are you ?
Period Four
Teaching contents : Make and play
Teaching Aims:
1．知识目标：能听懂、会读、会说本课对话：
What am I ? I’m ….
Are you … ? Yes, I’m …. No, I’m not ….
2．能力目标：能灵活运用本课对话进行交际性会话。
3．情感目标：使学生从小树立远大的志向，并努力向理想迈进。
Difficult and key points:
能灵活运用本课对话进行交际性会话。
Teaching aids:
cassette player
Teaching procedure:
教学步骤方法与手段补充与修改

1. Sing a song
Warming-up
2. Daily talk
1. Ask and answer : (by doing the

actions) .
What’s heshe ? He’s she’s aan … .
What does your father do ? He’s … .
What does your mother do ?
She’s … .
Revision

What does your brother do ? He’s … .
What does your sister do ? She’s … .
2. What are you ? I’m a student .
Before asking these questions, review
the words first . Have a dictation .
e.g. postman ↗↘ p-o-s-t-m-a-n

1. Mime a postman a cook , etc . Ask :

What am I ? to elicit : You’re a …
from individual students . Then ,

say : Yes, I’m a … No, I’m not a … .

2. Play the cassette . Students follow in
Presentation
their books .

3. Play the cassette again : Students

listen and repeat .
4. Students practise in pairs by doing
different actions .
1. Students look at the instructions in

Make and play . Put the twelve
pictures on your desk , face down .
S1 chooses a card , turns it over and
starts acting . Don’t let S2 see the
card . S1 and S2 use the following
dialogue to act and guess : What am
I ? Are you a … ? Yes , I’m a … .
No, I’m not a … .
Consolidatio
2. Ask students to take out their
n
pictures and practise in groups .
3. At this stage Grammar Practise Book
4A page 11 could be used to practice
and consolidate the oral and written
language used in this section
further .
4. Make the picture cards by students
themselves , play the game with their
parents .
成功与经验板

书
Make and play
设
课
后
随

笔思考与对策计
What’s am I ?
Are you a policeman ?
Yes , I’m a policeman .
No , I’m not a
policeman .

Period Five
Teaching contents : Say and act
Teaching Aims:
1．知识目标：能听懂、会读、会说本课对话。
2．能力目标：能比较灵活地运用对话中的句型表演、自编会话。
3．情感目标：使学生通过学习更加热爱自己的父母，热爱自己的家庭。
Difficult and key points:
能听说并表演本课对话。
Teaching aids:
cassette player slide , photographs (s)
Teaching procedure:
教学步骤方法与手段补充与修改

1. Sing a song
Warming-up
2. Daily talk
Ask individual students questions about

Revision
their father or mother or other family
members . Encourage them to describe
their parents or relatives .
1. Play the cassette while students look

at the slide . Students learn the
content through listening .
2. Play the dialogue in four parts .
Students follow the tape and repeat .
3. Divide students into pairs to act out
the dialogue .
4. Select pairs to act the dialogue to the
class . Students vote for the best
group .

Presentation

Presentation

1. Extend the task by having the same

pairs practise the dialogue ,
Consolidatio
n
substituting the persons in the
photograph with other family

members .
2. Select pairs to act out the modified
dialogue . Check student’s pronun-
ciation and correct if necessary .
3. Students self-assessment :
In groups, refer the students to the
self- assessment sheet on page 57 of
the Student’s Book and have them
discuss their opinion about each
task in this unit and what they think
they have learned .
4. About (name)’s family . Make a new
dialogue and act it out .

成功与经验
About Alice’s family
课
后
随
笔
brother : ten
It’s his
板
书
today
设
father : driver
计
can’t dive
can swim

birthday
思考与对策
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.
1. 知识目标：1)To learn the new words: classmate, shoulder, knee, toe.
2) To learn the sentence: You can call me...
2. 能力目标：1）Using nouns to identify different parts of the body.
e.g. shoulders
2) Using common expressions to introduce oneself.
e.g. You can call me Kally.
3. 情感目标： To be friendly with your classmates.

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:
教学步骤

Warming-up

Revision
方法与手段
1. Listen to a song.
2. Daily talk.
1. Show some cards and talk about:
What does heshe do?
2. Play a game: Hide and seek
3. Introduce oneself.
1. 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.
2. Try to introduce Alice Wang and
Kitty Li.
3. Kally is our new classmate. What
did Miss Fong say? Please listen to
the tape.
We have a new classmate.
4. Ask and answer.
e.g. What’s the name of the new
classmate?
5. Play the cassette again. Students
listen and repeat.
6. Divide students into groups of four.
Have students do the role-play in
groups.
7. Invite groups of students to act in
front of the class.
8. To encourage the students to draw
补充与修
改

Presentation

a boy or a girl on the paperboard.
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: eyes, nose, mouth
and ears by asking them to label
these parts.
Consolidation 1. Play a game with your students.
Have students touch different parts
of their body as you read aloud. For
less able students, demonstrate the
actions as well. Put all the Word 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.
2. Have students close their books.
Encourage students to recite the
song by referring to the tasksheet
they have just completed. They look
at the pictures and sing according
to the order of the pictures.

Homework

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 most.
2. Recite the words and the dialogue.

课

后

随

笔

成功与经验

板

书

设

计

Unit 1 A new classmate

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

思考与对策

Module 2 Me, my family and friends
Unit 1 A new classmate
Period 2
Teaching contents: Look and say
Teaching Aims:
1. 知识目标：
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…
2. 能力目标： Using nouns to identify different parts of the body
e.g. My face is round.
3. 情感目标：Healthy is more important than the wealth.
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 string and some sticky tape
Teaching procedure:
教学步骤
Warming-up

Revision
方法与手段
1. Sing a song.
2. Daily talk.
1. Review different parts of the body
by asking students to sing the
song again.
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.
Presentation 1. Make a puppet.
Distribute a sheet of drawing paper
to each student. Have them draw,
cut out and make their own puppet.
Remind students to use different

补充与修改

colours for the eyes and hair of the
puppet.
2. Introduce your own puppet. Write
the sentences on
the board.
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.
Consolidation 1. Divide students into groups of four,
ask them to introduce themselves.
uce your friend’s puppets.
3. Now Listen.
Distribute a copy of Photocopiable
page 15 to each student. First,
students listen and identify the
clowns. Then students listen and
colour the clowns accordingly.
Homework 1. Copy the new words and
expressions.
2. Say something about you.
板
书
设
计

课
后
随
笔
成功与经验
思考与对策
Look and say
a head an ear a
finger a hand
an arm a body hair
Period Three
Teaching contents: Look and say
1. 知识目标：1) To learn the new word : block
2) To learn the new sentence: That’s …’s …
2. 能力目标： Using Possessive adjectives
e.g. That’s my father’s car.
3. 情感目标：To take good care of the things around us.

Difficult and key points: Introduce you, your puppets and your parents.:
Using Possessive adjectives
Teaching aids: some toys, a ball, a cassette player, some masks
Teaching procedure:
教学步骤
Warming-up
Revision
方法与手段
1. Sing a song.
2. Daily talk.
1. Introduce you, your puppets and
your parents.
2. Ask: Who’s Kitty’s new classmate?
What’s her name? Tell students that
Kitty is now going home from
school with Kally. On her way home,
she introduces her family members
to Kally.
Presentation 1. Show a picture of a block.
This is a block. It’s my block. That’s
my block.
2. 1) Show a picture ( Kitty’s mother).
Look. Who’s she? What
does she do? Is she a teacher?
2) Show another picture ( a car).
Ask the students to talk about the
car.
3. Learn the picture by themselves.
4. Play the cassette. Students listen
and repeat.
5. Divide students into groups of six.
Have them prepare and do the
role-play in groups. Invite groups of
students
to act the role-play in front of the
class.
6. Have students put their family
photograph on the group’s desk .
students take turns to introduce
their family members to their group
members.

补充与修改

7. Walk around the class. Encourage
students to introduce their family
members to you.
Consolidation 1. Say something about your friends.
2. At this stage Grammar Practice
Book 4A page 14 could be used to
practice and consolidate the oral
and written language used in this
section further.

Homework

课

后

随
笔
1. Copy the new sentences.
2. Write some sentences according to
the dialogue.

Make a puppet
成功与经验
板
1. a card
2. Draw a round head

and a body.
书
3. Draw a face. Draw

arms and legs.
设
4. Cut.
思考与对策
计
5. Stick the string.

Use tape.

Period Four
Teaching contents: Ask and answer& Learn the sound
Teaching Aims:
1. 知识目标： Look at the pictures and practise in pairs.
3. 能力目标：
1) Asking ‘Wh-’ questions to find out various kinds of specific
information
about a person.
e.g. Whose block is that?
2) Using possessive adjectives to show possessions
e. g. That’s Kitty’s block.

3. 情感目标：To take good care of the things around us.
Difficult and key points :
1) Asking ‘Wh-’ questions to find out various kinds of specific
information
about a person.
2) Using possessive adjectives to show possessions
Teaching aids: some toys, a cassette player, some masks
Teaching procedure:

教学步骤
Warming-up

Revision
方法与手段
1. Sing a song.
2. Daily talk.
1. Introduce you, your puppets and your
parents.
2. Act out the dialogue.
3. Review names of different objects by
inviting students to name all the
objects in Ask and answer. Point at a
picture and ask: What is it? etc.
1. Ask students to try to find the objects
shown on page 16 of the students
Book from the pictures of the story
on page 15. Remind students to read
the story once again more carefully.
2. Stick your book on the board.
Introduce : Whose by pointing at the
first picture on page 16 of the
student’s
Book from your desk .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
补充与修改

Presentation

whole class to answer: That’s (a
name)’s…
3. Have students cover page 15 of the
Student’s Book. Students work in
pairs to take turns to ask and answer
about which object belongs to which
character.
Remind students to use this instead
of that while asking or answering the
questions, if they are actually
touching the pictures. Remind them
to use that when they are talking
about things which are far away from
themselves.
4. Learn the sounds
5. 1) Play the cassette: Learn the
sounds. Students listen and follow in
their books.
2) Play the cassette again. Students
listen and repeat.
3) Invite individual students to read
the sentences aloud.,

Consolidation
1. Talk about the pictures.
2. Workbook page 10.
3. At this stage Grammar Practice Book
4A page 15 could be used to practice
and consolidate the oral and written
language used in this section further.
Write something about the pictures.

课

后
成功与经验

板

书
Ask and answer

Whose…is that?.
That’s…

Learn the sound

Homework

随

笔

思考与对策 th-
this the that
设 thin thief
thirsty

计
Module 2 Me, My family and friends
Unit2 How do you feel?
Period One
Teaching contents :Say and act
Teaching Aims
1. 知识目标:Using predicative adjective to describe conditions. .Asking
simple questions to obtain ‘yesno’ responses.
2. 能力目标:Identify main ideas
Recognize language patterns previously encountered in
new spoken texts.
Open an interaction by eliciting a response
3. 情感目标:Asking the students to help each other and kind to others .
Difficult and key points: Asking simple questions to obtain ‘yesno’
responses. Teaching aids: tape, drawing paper, pictures.
Teaching procedure:
教学步骤方法与手段补充及修改
1. Sing a song 《Head, shoulders》
Warming- up
2. Read a rhyme《Look at the fire 》
Revision Ask and answer:
Are you a pupil?
Are you a nurse?
Happy birthday.
Your hands are dirty. Go and wash
first.

Presentation

Consolidation
1. Teach: happy, sad
A. T: Today is my birthday .I get a
big cake and many birthday
cards. So I’m very happy. Let’s
sing a song 《 Happy birthday》
B. T: Are you happy? ( explains:
happy 快乐 )
C. P-P work in pairs. YesNo
D. Look ,Kitty is happy .Ben is sad

E. T says and P acts
2 Teach : hungry ,thirsty
A. T: Suppose now school is over.
I’m very hungry (老师边说边做动
作，让学生理解 hungry 的意思)
Are you hungry?
Ps: YesNo
B: T: I’m very thirsty. I’m drinking.
Are you thirsty? (say and
act)
P: Yes.
T: Please drink some water.
3. Teach : full , tired
A. T: Oh, I’m very tired. Are you
tired?(act)
P: Yes, I am
T: Sit down, please.
B. T: Look, my bag is full.
Are you hungry?
P: No, I’m not
T: Oh, you’ll full.
C. Read the new words.
4. Teach: afraid, angry. [The same
way]
at the pictures and listen to
the tape.

1. Say and act
2. Act and draw.
3. Act out the dialogue.

课
后
随
笔
成功与经验
思考与对策
板
Say and act
书
happy sad
设
hungry thirsty
计
full tired
afraid angry
Are you……? Yes, I am.
No, I’m not.

A biscuit, Ben? No,
thanks.

A Coke, Kitty? Yes,
please.

Period Two
Teaching contents: Look and say
Teaching Aims:
1.知识目标:Using predicative adjective to describe conditions.
Using nouns to identify insects.
2.能力目标: Locate specific information in a short text in response to
questions.
3.情感目标: Kinding each other.
Difficult and Key points: Using nouns to identify in sects
Teaching aids: tape, pictures ,a toy ladybird.
教学步骤方法与手段补充及修改
Warming-up 1. Sing a song
2. Daily talk

Revision Ask and answer:
Are you angry?
Are you thirsty?
A …, x x x?
…

Presentation

Consolidation

Homework

课
后
随
笔
1. Teach: on the … in the …'

A . T: Where’s the book?
P: It’s on the desk.
T: Where’s the book now?
P: It’s on the bad
B. Practise: on the desk, on
the bed …
C: T: Where’s the pencil now?
P: It’s in the pencil-box
Practise: in the pencil-box
in the toilet
2. Teach: The …is onin
the…
T: The book is on the desk.
Ps say and act.
P
1
talk about the pictures:
The cook roach is in the
toilet.
He’s on his bad.
3. Teach Picture 1~4.
A. Look at the pictures and
listen to the tape
recording.
B. Read after the tape
C. P talk about the pictures.

Play a game: To pass the
flower
When the music is going, the
flower is passing. When the
music is stopped, the pupil
who gets the flower should
stand up and say XX is afraid.
A dog is on his bed.

1. Recite the story.
the works and
sentences two times.
成功与经验
Look and say
板

书
on the desk
设

计

思考与对策
in the pencil-box

The … is in the …

Period Three
Teaching contents: Look and say
Teaching Aims:
1. 知识目标: Using the simple present terse to express, feelings and
opinions
2. 能力目标:Discriminate between words with different initial ‘L’ blends
in an utterance.
Locate specific information in a short text in response to
questions.
3. 情感目标:Making students know that they should help each other an
be more friendly to others.
Difficult and key points: using the simple present tense to express.
Teaching aids: tape, pictures, toy dogcat
Teaching procedure:

教学步骤方法与手段补充及修改
Warming-up 1. Sing a song
2. Daily talk

Revision and answer:
Where’s …?
say: The bag is on the
chair
The book is on the
desk.
…
say sth . about “I like…”
e.g. I like drawing
singing …
about a picture:
It’s twelve o’clock.
Helen likes vegetables.
John likes meat.
They’re eating together.

Presentation : Sam likes your
chair.
A: Listen.
B: Imitate
C: Practise : XX likes XX.
: Sam doesn’t like
cats
A: Listen.
B: Learn: doesn’t
C: Read after the tape
D: Practise: XX doesn’t
like XX.
: Picture 1,2
Listen and work in pairs.
e 4,5,6
A.T-P work in pairs.
B.P-P work in pairs.
the sounds: Clare
has a glass and a plant.
Consolidation

1. Listen to the story about
Ben, Kitty, Eddie and their
pets again and repeat.
2. Act out the story
Homework 3. Make some stories and act.
成功与经验

Look and say:

Sam likes your chair .
课板

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思考与对策
Sam doesn’t like cats.
随设
笔计

Module 2 Me, my family and I
Unit 3 Friends

The First Period
Teaching contents: Read and say
Teaching Aims:
1. Basic aims: Asking ‘Wh’ questions to find out a person’s identity.
Using the simple present tense to express simple truth.
2. Developing aims: To describe a person’s character and find out a
person’s indentity.
Difficult and key points: To talk about a person’s character
Teaching aids: A cassette player, cassette 4A, some pictures I
Teaching Procedure:
ProcedureMethods
:
Warming-
up
1. Sing a song
2. Daily talk: ① Hello, how are you?
② How old are you?
③ How old is shehe?
④ What have you got?
⑤ What has shehe got?
⑥ Who are you?
⑦ Who is shehe?

Revision 1. Boys and girls ,suppose I’m your new
English teacher, I’ll introduce myself first.
Listen carefully , then ask and answer about
my introduction.
e.g.I’m Miss Huang. I’m a woman. I’m
twenty-six . I’m thin. I’m tall. I have a new book.
.2. P-P practice in paris: e.g. Who is she ? She is
Miss Huang.
How old is she? She
is twenty-six.
Is she tall? Yes.
…
3. Now, please introduce yourselves or your
classmates like me.

Presentation
Modification

Consolida
tion
1. Arrange students into groups. Ask them to
introduce one of hisher friend, then draw a
picture about himher.
2. Invite individual students to say something
about their friends , the other students try to
guess. At last, the student take out his
picture and check the answer.

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Unit 3 Friends
Find my friend
Lynn
Ted
Winnie
Eric

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The Second Period
Teaching contents: Look and say
Teaching Aims:
1. Basic aims: Using adjectives to describe people, amimals and
objects.
Using the simple present tense to express simple truths.
2. Developing aims: To describe a person’s character and express your
own will
3. Education aims: Talk about the friendship at school
Difficult and key points: Using the simple present tense to express
simple truths.
Teaching aids: A cassette player, cassette 4A
Procedure
Warming-up
Revision
Methods
Sing an English song
1. Look and read :
I have he has
you have she has
we have it has
they have

Modification

Peter has
Danny has
Peter and Danny have
…
2. Look and say: Boys and girls , take out
your classroom objects and say like
this:
e.g. This is aan …
It is bigredsmooth…
I like it very much.
3. Guessing game: Now I will ask one of
you to say something about his
classmates , the others guess.
e.g. Who is he? He is …
4.T-P pair work
T: Have you got a friend? P: Yes.
T: Who is he ? P: He is Mark.
T: Oh, his name is Mark.
5. Review “his name her name”
e.g. What’s his name? His name is Marl.
What’s your sister’s name? Her
name’s Kitty.
Presentation 1. Play the cassette: Look and say.
Students listen and follow in their
books .
2. Play the cassette again. Students listen
and repeat.
3. Teacher shows the pictures of the text.
Encourage the students to say
something about them. And the
students may add something about
their imagination.
4. Have students take out the
photographs of their friends,get
prepaired to say something about their
friend. Students also can form groups
to discuss them.
5. Invite individual students and pairs of

students tell the class about their
friends.
6. Have students look at the frame work
provided in Think and write .
Encourage students to circle the
relevant words and provide necessary
information. Ask students to use a
pencil and write on their books.
Consolidation 1. Copy the text twice.
2. Grammar Practice Book 4A page 20
could be used to practice and
consolidate the oral and written
language used in this section further.
3. Write down something about your
friends on the paper.
4. Preview page 22.

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I have a friend
I
have a friend.

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HisHer name is…
Heshe is…
HeShe is…(age)
HeShe has…
I like _____’s…

The Third Period
Teaching Contents: Read a story
Teaching Aims:
1. Basic aims: Using adjectives to describe people, animals and objects
Using nounsnoun phrases to identify people, animals,
events, objects and activities
2. Developing aims: Try to tell a small story about the key words or
pictures
3. Education aims: A friend in need is a friend indeed.
We should help each other .
Difficult and key points: Using adjectives to describe people, animals
and objects .
Teaching aids: A cassette player, cassette 4A, a wallpicture , some toy
animals,a slide
Teaching procedure:
Procedure Methods Modification
Warming-up a song: ‹In the zoo›
You can see all kinds of animals in the
zoo. The lion, the tiger, the elephant
and the fox.…
a story: Little Lucy
Revision ! T: Have you got a pet? P: Yes, I
have.
T: What is it? P: It’s a dog.
T: Have you got a pet? P: No. But I
have a toy. Look, it’s a lion.
①Review ‘lion’: Who can say
something about the lion
②Say and ask : Is it big? Has it got
a tail? What colour is it ? Can it
jump?, etc.
③Review ‘mouse’ : The same
method as ‘ the lion’
④T: Do you like the mouse? P:
NO.T
T: Why? P: It’s
dirtyuglybad…

T: But today we will learn a story
about a little mouse. It’s brave
and lovely. I like it very much. .
Presentation 1. Show the title: The lion and the
mouse
Have the students read the title
loud and fluently.
2. Learn Picture1 and picture 2:
①Look at the wallpicture and
listen to the tape. Students try
to repeat it.
②Learn the word ‘strong’:
☉Say the word after the teacher
☉Read the word and act it .
☉Make sentences using this word.
③Students do pair work to talk about
these two pictures.
3. Learn picture3 and picture 4.
Look , listen ,repeat and say.
3. Learn picture 5:
①Look at the picture , listen to the
tape
.②Learn the word ‘branch’: Draw a
tree
③Answer teacher’s questions:
Where is the mouse? Where is the
tiger?Is the mouse brave? Are his
teeth sharp?
④Students describe the picture.
4. Learn picture 6:Listen and try to
say.
5. Students tick the boxes in Look
and talk.
6. Ask students to look at the
wallpicture or key words to tell the
can form groups to
finish this task.e.g. Ask:What’s the
name of the story? To elicit: The
lion and the : What
can you see? To elict: I can see a
lion. Etc.
Consolidation 1. Read the story time and time until
you can recite it.
2. Copy the new words, each for two

lines.
3. Try to retell the story.
4. An additional reading material: My
friend Bip

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Read a story
The lion and the mouse
↓ ↓
big and strong small
afraid brave
happy happy
friends

笔计

The Fourth Period
Teaching contents: Say and act
Teaching aims:
1. Basic aims: Using formulaic expressions to introduce oneself
Using predicative adjectives to describe conditions
Asking ‘yesno’ questions to obtain simple responses
Using the simple present tense to express interests and
preferences
Using demonstratives to refer to people or things

2. Developing aims: Asking ‘Wh’ questions to find out various kinds of
specific information
Locate specific information in response to simple
instructions or questions
Difficult and key points: Using the patterns comprehensively
Teaching aids: A cassette player , cassette 4A, a wallpicture
Teaching Procedure:
Procedure Methods Modification
Warming-up 1. Say rhymes
2. Tell a story ‹The lion and the
mouse›
Revision 1. Ask and answer
2. Play games:
A: Finding mother.
e.g. ears are long. My
tail is short.
I’m a rabbit . Are you my
mother? No. My
ears are big . My tail is short.
I’m a dog.
B: Guessing game.
Ask: What animal is it? It has two
small eyes and two long ears. Its
teeth are sharp and small. To elicit:
It’s a dog.
3. Try to say: To describe the
animals using the pattern that we
have learned. e.g. A lion is big and
strong. Its teeth are big and sharp.
Presentation 1. Play the dialogue on the cassette
while students look at the
wallpicture. Students learn the
content through listening.
2. Students listen again and follow in
their books.
3. Ask questions about the story,e.g.
What’s the dog’s name? What can
we call the rabbit? Who’s her new
friend? Is he a cat? What does he
like?
4. Play the cassette again. Students
follow the tape and repeat.
5. Divide students into pairs to act
out the story.

6. Invite pairs of students to act the
dialogue to the class. Students
vote for the best pairs.
Consolidation 1. Grammar Practice Book 4A page
21
2. Read the story until you can recite
it
3. Try to retell the story
4. Try to ask and answer about the
story.

Sam and his new
friend
课板
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`
Module 3 Places and activities
Unit 1 In the school
Period One
Teaching contents: Look and learn
Teaching Aims:
1. 知识目标：学习十一到二十的数量词
2. 能力目标：运用there be句型进行各类名词的数数
3. 情感目标：爱护自己的学习用品
Difficult and key points: Using the introductory “there” to express facts:
There are…
Teaching aids: radio, tape, some picture cards
Teaching procedure:
教学步骤方法与手段补充与修改
Warming-up 1. Daily talk
2. Act out the dialogue < Sam
and his new friend>
Revision 1. Numbers: Count from one
to ten
2. Sing a song < Numbers>
Presentation 1. Review the numbers from
one to ten

Consolidation
Divide the board into eleven
boxes. Draw ten apples in the
first box. Say: One sweet, two
sweets…
2. Review the drills “ S1:
Count the books. S2: Two
books.”
Show some things: rulers
rubbers books pencils etc.
Teaching the word
“exercise-books an exercise
book”
Hold up an exercise- book
and show it to the students.
Make sure students
understand the different
between books and
exercise-books.
3. Teaching the new words
“twelve, thirteen, fourteen,
fifteen, sixteen, seventeen,
eighteen, nineteen, twenty”
1) Count the girls and
boys
2) Show some pictures,
then count them
3) Count from one to
twenty
4) Guessing game:lucky number>
4. To elicit “S1: Count the
chairs. S2: There are eleven
chairs.”
1) Pracitse:
T: Count the chairs.
S: There are… chairs.
2) Work pair: Using the
things in the classroom.
3) Say and act: Look at the
picture of a classroom
and a picture of a park

1. Listen to the tape

2. Group work: Draw a picture,
then ask the other group to
answer the questions
“ Count the flowers.”
3. Grammar Practice Book
P22
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思考与对策
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Unit 1 In the school
Period Two
Teaching contents: Ask and answer
Teaching Aims:
1. 知识目标：学习单词（rope, hoop）
2. 能力目标：运用How many句型巩固There be句型
3. 情感目标：关心和爱护自己的校园
Difficult and key points: Asking “How” question to find the quantity:
How many…?
Teaching aids: tape, radio, some picture cards
Teaching procedure:
教学步骤方法与手段补充与修改
Warming-up 1. Sing a song:Indians>
2. Tell a story: the mouse>
Revision 1. Listen and act: Count from
one to …
2. Look at the pictures and
practise in pairs:
S1: Count the chairs.
S2: There are seventeen
chairs.
Presentation 1. Teaching the words “ rope,
hoop”
1) Bring a real rope and
hoop, ask the students
“ What is this?”
To elicit “ rope, hoop”
Read them, then do the
action

2.
Consolidation 1.
2.
3.
课
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成功与经验

思考与对策

2) Can you skip the rope?
Can you play the hoop?
3) Sing a song: rope>
Teaching “How many boys?
There are six boys.”
1) Show a picture of a
playground, there are
some pupils in the
playground, they’re
doing morning
exercises.
Count the boys and the
girls.
There are… boys.
2) How many boys? S: Six.
Practise in pairs
3) Ask some questions
according to the picture
How many teachers
( flowers, trees, doors,
windows, girls, plants,
flowers, ropes, hoops)?
Students’ book P25 ( Fill
in the blanks)
4) Show some pictures,
then practise in pairs

Listen to the tape
Guessing game: How many
ropes? How many hoops?
Workbook P27

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Unit 1 In the school
Period Three
Teaching contents: Read and guess
Teaching Aims:
1. 知识目标：巩固there be句型
2. 能力目标：运用形状描述各类物体
3. 情感目标：培养学生仔细观察的能力
Difficult and key points: Using kinds of shapes to describe some things
Teaching aids: radio, tape, some picture cards
Teaching procedure:
教学步骤方法与手段补充与修改
Warming-up 1. Sing a song < Numbers>
2. Tell a story
Revision 1. Review the shapes learned
in Student’s Book 3A by
drawing a circle, a star, a
square and a triangle on the
board.
2. Introduce: rectangle, as an
addition to the shapes
students have learned.
Presentation 1. Ask and answer:
1) Have the students look
at the picture in Ask and
answer.
Invite students to list
shapes that they can
see in it.
2) Ask and answer:
How many stars
(squares, triangles,
rectangles, circles)?
3) Guess: How many
stars?
2. Read and guess
1) Show some pictures on
the board: ruler, bag,
book, biscuit
Practise: What is it? It’s a…
What shape is this? It’s a…
2) Make a riddle:

a. It’s a rectangle. It’s
blue. What is it?
b. It’s a circle. It’s
brown. What is it?
c. It’s a rectangle. It’s
long. What is it?
d. It’s big. It’s a square.
What is it?
3) For more able students,
encourage them to
make their own riddle
and let the class guess.
3. Listen to the tape, then
repeat

Consolidation 1. Draw and say:
Draw a Christmas tree
using three triangles, one
rectangle, one square and
one star, they can ask other
things they like in the
picture.
2. Workbook P 18
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Unit 2
Period One
Teaching contents: Look and read
Teaching Aims:
1. 知识目标：学习用量词描述名词
2. 能力目标：运用所学的句型进行对话表演
3. 情感目标：培养学生自己的事自己干

Difficult and key points: Using nouns to refer to the quantity of some
thing
Teaching aids: tape, radio, some picture cards
Teaching procedure:
教学步骤方法与手段补充与修改
Warming-up 1. Daily talk
2. Act out the dialogues
3. Say the rhyme
Revision 1. Listen to the riddle and
guess
2. How many…? There
are…( numbers)

Presentation 1. Review the words: an
ice- cream, sweets, cakes, a
sandwich and biscuits
T: Hello, I’m Sherry. This is my
supermarket, Yum Yum
Supermarket. I’m a
shop-assistant. There are
many foods in the shop. Look,
this is a cake, a sweet, a biscuit
and a sandwich. You can buy
them in the shop.
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 largesmall 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, juice ( a
bottle of water (juice))
Ask students to taste the
water and juice

6. Teaching “ How much is
it?”
1) Put a sticker on a packet
of food. Say: How much
is it?
2) Pair work: How much is
it? Ten yuan.
Using the things in the
classroom, then ask and
answer
Consolidation 1. Play the cassette, the
students follow their books
2. Guessing games: How
much is it? … yuan.
课成功与经验板

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思考与对策

Unit 2
Period Two
Teaching contents: Look and read
Teaching Aims:
1. 知识目标：学习bread, jam, water, chocolate, sugar, fruit, milk, butter,
coffee等单词
2. 能力目标：运用句型巩固单词
3. 情感目标：培养学生自立的习惯
Difficult and key points: Using connectives to add information:
e.g. I’ve got some…and some…
Teaching aids: tape, radio, some picture cards
Teaching procedure:
教学步骤方法与手段补充与修改
Warming-up 1. Tell a story
2. Say the rhyme
3. Act out the dialogue
Revision 1. Ask and answer: How much

Presentation
Consolidation
is it? … yuan.
2. Drills: I have… She has…
1. Review the words “ water,
jam, fruit, chocolate”, and
introduce: bread, sugar,
flour, butter, milk, coffee
Bring some real things,
then let students smell,
taste or touch each things,
then read these words
Using the word cards and
the picture cards
2. Write: a packet of sugar
some sugar
a loaf of bread
some bread
3. Tell students that Mrs Li,
Ben and Kitty are in the
supermarket. They want to
buy some things. Look,
there are many foods in
Kitty’s trolley. Ask students
to see what is in Kitty’s
trolley.
4. Ask: What have they got?
To elicit: They’ve got some
butter, some jam, some
sugar, some fruit, some
water, some milk…
5. Prompt: What have you
got? I’ve got…
What have you got? We’ve
got …
1) Invite the individual
students to come to
your desk. Give
himher a shopping
bag. Ask: What have
you got? ( You can say
only one thing)
2) Pair work: What have
you got? I’ve got…
3) Look and read
1. Listen to the tape

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2. Draw and say
成功与经验板

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思考与对策
计

Unit 2
Period Three
Teaching contents: Make and play
Teaching Aims:
1. 知识目标：运用不定代词修饰名词
2. 能力目标：根据不同的名词归类
3. 情感目标：培养学生辨别不同物体的类别
Difficult and key points: Using attributive adjectives to show quantities
Teaching aids: scissor, glue, felt pens
Teaching procedure:
教学步骤方法与手段补充与修改
Warming-up 1. Say the rhyme
2. Sing a song
3. Daily talk
Revision 1. What have you got? I’ve got
some…
2. Review the food items
using the picture cards. Use
realia to review: doll, toy car
and rubber. Write: the
supermarket, the toy shop,
the bookshop on the board.
Invite students to give you
names of objects you can
buy each shop and have
them list on the board.
Presentation 1. Distribute a copy of
Photocopiable page 32 to

2.
3.
4.
5.
Consolidation 1.
2.
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成功与经验

思考与对策

each pair of students.
Have the students cut out
the small pictures at the
top of the page and put the
relevant objects in the
right shop
Invite pairs of students to
report back, e.g. We’ve
got… in the supermarket
toy shop bookshop.
Allow students to put
some objects in different
objects, e.g. rubber,
because people can buy
rubbers in supermarkets,
toy shops, bookshops.
Group work
Have students put all the
pictures of different
objects sold in a
department store on the
group’s desk.
Play the cassette.
Students repeat.
Invite individual students
to read the sentences
Make a dialogue: < What
can you buy in the shop>
Grammar Practice Book
P26, P27
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Unit 3
Period One

Teaching contents: Look and learn
Teaching Aims:
1. 知识目标：学习单词sketch-book, sunglasses, camera
2. 能力目标：运用have的句型巩固所学的单词
3. 情感目标：培养学生和睦相处的习惯
Difficult and key points: Using nouns and quantifiers to identify things
Teaching aids: tape, radio, some picture cards
Teaching procedure:
教学步骤方法与手段补充与修改
Warming-up 1. Daily talk
2. Tell a story
Revision 1. Practise: What have you
got, Ben? By pointing at a
student’s pencil case, to
elicit: I’ve got a ruler, some
pencils, etc.
2. Act out the dialogue: < In
the supermarket>
Presentation 1. Write: School picnic on the
board. Invite students to list
things that they are going to
bring for the picnic. Use the
word card and picture card
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.
2. Introduce: a sketch-book, a
pair of sunglasses, a
camera using the realia.
Use student’s drawings as
well if they have got these
items drawn on the board.
Say and do the actions
3. Teaching “What’s Kitty
got?”
a. Tell a story: Today is
Sunday. Miss Fang and
her students are going
to the park for a class
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.
b. Play the cassette,
students listen and
repeat.
c. Pair work: What’s…got?
She’s got…
d. Play the cassette again,
the students listen and
repeat
Consolidation 1. Write down things that the
students are going to bring
for the picnic. Students
work in pair ot compare
their lists and see if they
would add or take away
from their list.
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思考与对策

Unit 3
Period Two
Teaching contents: Look and learn
Teaching Aims:
1. 知识目标：学习单词aviary, plant house, fountain, pond以及巩固介词
on, under, in
2. 能力目标：运用where句型巩固所学内容
3. 情感目标：培养学生仔细观察的能力
Difficult and key points: Asking “Wh” questions to find out position
Teaching aids: tape, radio, some picture cards
Teaching procedure:
教学步骤方法与手段补充与修改