广州版小学英语四年级上册教案 全册
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广州版小学英语四年级上册精品教案 全册
Module 1 Clothes
Unit 1 Buying Clothes
Unit 2 Different
Clothes
Unit 3 Development
Module 2
People
Unit 4 Friends
Unit 6
Development
Unit 5 Our Heroes And Heroines
Module 3 Occupations
Unit 7 Our
Future Jobs
Unit 8 My family members’ jobs
Unit 9 Development
Module 4 People
Who Help Us
Unit 10 The New Neighbours
Unit 11 They Can Help Us
Module 5
Time
Unit 13 Our Arrangement
Unit 14
Time to go to school
Unit 15 Development
Module 6 Days of the week
U16
Games we play
Revision Ⅰ Ⅱ Ⅲ
Long-
Term Objectives
Success with English aims to
help pupils to achieve the following objectives:
To enjoy learning English;
To be
motivated to learn English;
To become
independent learners and users of English;
To want to be able to continue
learning English after the course;
To become
accurate users of English;
To become fluent
users of English;
To become appropriate
users of English;
To become effective users
of English;
To become effective listeners of
English;
To become effective speakers of
English;
To become effective writers of
English.
Module 1 Clothes
I.
Objectives(目标)
1. Language skill (Listening
speaking reading writing)
(1) know about
clothes in English
(2) can talk about clothes
and ask the price of the clothes I want to buy.
2. Language knowledge
(1) Vocabulary:
4 skills: shirt, blouse, dress, skirt, coat,
pair, a pair of …., shoe, shorts, shop, can, help,
I’d like to buy… much, how much, yuan, forth,
them, twenty, thirty, fifty,
eighty, hundred,
T-shirt, sock, pound, whose
3 skills:
clothes, jacket, sweater, trousers, jeans,
assistant, shop assistant, take, I’ll
take it,
sport, sport shoe, sir, bye, madam
Drills
(2) * Can I help you, sir madam?
* I’d
like to buy a pair of shoes.
* How much is
the T-shirt?
* It’s twenty yuan.
*
How much are the trousers?
They’re forty
pounds.
* Whose is the coat?
It’s John’s.
* Whose are the long socks?
They’re my sister’s.
(3) sub-topic:
Unit 1: Buying clothes
Unit 2:
Different clothes
Unit 3: Development
3. Affect
(1) To give pupils chances to
share their knowledge.
(2) To increase pupils’
confidence & self-esteem
(3) To provide
challenges
(4) To have fun
(5) To develop
cultureal awareness
(6) To open the pupils’
minds
(7) To promote imagination
4.
Learning Strategy
(1) Cognitive strategy
(2) Regulating strategy
(3) Communicative
resource strategy
5. Cultural Consciousness
(1) The Eskimo woman wears her fur coat in
winter in order to keep warm.
(2) The Japanese
woman wears her kimono at ceremonies because it’s
traditional.
(3) The African woman wears her
grass skirt when she is dancing. This is because
it’s
traditional and it keeps her cool.
II. focal points:
1. Can I help you sir
madam?
2. I’d like to….
3. How much is
are…?
It’s They’re…
4. Whose is
are…?
III. Difficult points
1. Usage of “a
pair of ….”
2. Practice in numerals.
IV.
Schedule: 8 long-periods
V. Materials:
Textbook, Activity book, Tapes, Teacher’s book,
word cards.
Unit 1 Buying Clothes
I.
Subjects
1. vocabulary:
can, help,
buy, much, yuan, dress (4 skills)
shop
assistant, clothes, take (3 skills)
2. Can I
help you? I’d like to buy….
How much is
it? It’s….
3. Culture: “yuan”——外来语，单复同形
II. Focal and difficult points
Can I
help you? I’d like to….
How much is it?
It’s…
I’ll take it
III. Processes
1. Leading in
A. Review numerals
Ten,
twenty… ninety → ninety yuan (show) “yuan”
外来语，单复同形
B. P
1
T: Guess! Which one
is worth 90 yuan?
Yes, the dress.
(教dress pl dresses)
2. Presentation
A. P
2
T: Now, the woman is
shopping at the shop.
→
T分饰两角，重复对话两次配合动作让生了解对话。
B. 第三次边说边板书，并教新单词：
T: 带读重难句：
Can I help you?
Yes, please. I’d like to buy that
dress.
How much is it ?
I’ll
take it.
C. P
s
try to listen to the
tape after teacher’s guide, then read after the
tape (2 times)
3. Practice
A.
read in pairs
B. ask students to read
C. use coat, shirt, skirt, jacket, instead of
dress (teach the new words) (P
3
dialogue
3A)
4. Summing up
A. Whole class
read the new words
B. 请生总结购买单数物品的说法
Homework:
1. ① 完成对话
2. recide the
dialogue
3. P
5
Ex.1
Shop
assistant: Good afternoon Can I help you?
Lily: Yes, please. I’d like to buy that
jacket.
How much is it?
Shop assistant:
It’s eight-five yuan.
Lily: OK. I’ll take it.
板：Module 1 Unit Buying Clothes
10 S
a: Good morning. Can I help you? Much
12 20 W: Yes, please. I’d like to
buy that dress. Can
13 30 How
much is it? Help
14 40
S a: It’s ninety yuan dress
15 50 W: OK. I’ll take it
take
16 60
boat coat
17 70
shirt
18 80
skirt
19 90
yuan
Unit 1 Buying Clothes
I.
Objectives
1. vocabulary
jeans, them,
trousers, shorts, shoes, socks, a pair of
2.
How much are they? They’re….
I’ll take
them
3. Focal points
a pair of …
How much are they? They’re…
4. Difficult
points
a pair of shoes trousers…
I’d like to buy those jeans
II. Processes
1. Leading in
(1) listen to the tape and
read the dialogue (A)
(2) Try to retell
dialogue (A)
(3) role play
2.
Presentation
(1) T: I have 49 yuan (show)
I’d like to buy a dress. What can I say?
(2) Ask 2 students try to act out after teacher’s
guide.
(3) T: I don’t want to buy the dress
now.
Please turn to P
1
.
Guess, what else I want to buy?
T: Yes,
jeans. (教读jeans)
(4) 牛仔裤有两条裤管，一直要用复数jeans
(5) 那么，怎样表达“一条牛仔裤”？
use: a pair of
jeans.
(6) 在P
1
找出要用a pair of 表示“一条
一对 一双”的物品：
教：trousers, shorts, shoes,
boots, socks
读音 → 拼写 → 记忆
(7) T:
Now, I’m the customer (顾客) in the shop
I want to buy those jeans. (show)
And
you’re the shop assistant.
What will
you say? (Guide)
根据上节的板书，边说边把板书部分改为：
that + dress → those jeans
is it → are they
It’s → They’re
I’ll take it → I’ll take them
(8) read the
dialogue after the teacher
(9) read after
the tape
(10) read in pairs
(11)
(Guide) Try to retell the dialogue (4 pairs)
3. Summing up
今天学习了购买什么样的物品的说法？
4.
Practice and development
P
3
3.
complete the dialogue B
Homework:
1. copy
the new words
2. recide the dialogue
3.
act out the dialogue in pairs
板：
Unite 1 Buying Clothes
----- Good morning.
Can I help you? A pair of jeans
-----
Yes, please. I’d like to
trousers
buy those jeans.
shorts
How much are they?
shoes
----- They’re forty-nine yuan
boots
----- OK. I’ll take them
Unit 1
Buying Clothes
I. Objectives
1. Let’s
learn together
2. Vocabulary, twenty, thirty,
fifty, eighty, hundred, osport shoes, sweater,
jacket
3. review: How much is it are they?
It’s They’re…
II. Processes
1. Leading in
(1) Role play: dialogue 2
(A) & (B)
2. Presentation
(1) count the
numbers (以前学过,不作为难点)
(板) 11 eleven 10
ten
12 twelve 20 twenty
13 thirteen
30 thirty
14 fourteen 40 forty
15
fifteen 50 fifty
16 sixteen 60
sixty
17 seventeen 70 seventy
18
eighteen 80 eight
19 nineteen 90
ninety
100 hundnd
(2)
P
5.
Let’s karn together 1 (check)
Ask ps to write their answers on the
bl.
(板) * thirty—nine (连接符号书写)
(3)
P
5.
Ex.
2.
Teach: sport shoes
T: For example – How much is the shirt?
-- It’s 30 ynan
-- How much are
the jeans?
-- They’re 220 yuan
A. do by themselves
B. check the answers.
(one by one)
(4) P
6.
Fun with
English
For example
T: Look at picture A.
The boy’s shirt is black and his shorts are red.
shoes are yellow and white. His long socks
are green.
Homework:
1. copy the new words
(and remember)
2. P
6.
Ex. 1 Fun with
English
3. 《活》P
3
Ex.4 Ex.5 (师要先举例)
4. Listen to the tape Unit 1 (3 times)
Unit 2 Different Clothes
I. Objective
1. Vocabulary: sir, madam, bye
2. Here you
are All right
II. Processes
1. Reviciv
(1) read the rocabularies
(2) dictation
clothes, shirt, skirt, jacket, sweater,
blouse, dress, skirt, coat
His sport
(3) 下列单词，哪些可以跟a pair of 连用
表示一对….
一双…. 一条… ? 哪些不可以？
A pair of : trousers, jeans,
dress, shirt, socks, shoes coat
(都是穿下身的，都有两条管或两只的衣物)
2. Presentation
(1) T: today, we’ll learn Unite 2 Different
Clothes.(教学different)
(2) Listen to the tape,
try to understand the dialogue (first two parts)
(3) Open the books, listen again find out the
new words.
Sir （区别香港人的读法），除表示先生还可表示警官
Madam （观察单词的字母结构，帮助记忆）
Bye ----------- by
-------------- buy
Bye-
bye by the river I’d like to buy….
(4)
game: Here you are
（以小组为单位，把笔从前往后传，一生说Here you
are 另一生说Thank you,
先传完的小组胜）
(5) All right
= OK
(6) Read after the tape
(7) Practice
in pairs
Homework:
1. 抄生词，准备听写
2.
技P
1
Ex 3.4
3. 读背 P
7
dialogue
4. 改正②,每错改3次
板 Unit 2 Different
Clothes
sir madam
a pair of trousers
dress
Here you are
coat
jeans
Bye ----------by
------------------buy shoes
shirt
Bye bye by the river I’d
like to buy… shorts
socks
Unite 2
Different Clothes
I. Objectives
1.
Vocabulary: pounds
2. Do you have any?
What about….?
3. Usage of pound £ & yuan ￥
4. Dialogue 2 & Let’s learn together 1
II. Difficult point:
1. £ & ￥
2. What
can I do…?
III. Processes
1. Revision
(1) whole class read the new words.
(2) dictation:
trousers, shoe, jeans,
shorts, shop assistant, pair, a pair of
(3)
whole class read U
2
(the first 2 parts)
(4) role play (3 pairs)
2. Presentation
(1) T: Do you have any dresses?
No?
OK. Let’s go shopping to buy a dress?
(2) 一人分饰两角
---- Good morning. Can I help
you, madam?
---- I’d like to buy a black
dress.
Do you have any (dresses)? Dresses
可省略
---- Yes, madam. Here you are.
---- How much is it ?
---- £
95（引起兴趣，疑问） 区别 ￥
Ninety-five pounds
yuan
(3) retell the dialogue, ask ps try to
retell
(4) ---- What about the red one ?
(repeat 3 times)
---- It’s thirty pounds
---- That’s all right. I’ll take that
one
---- Here you are
----
Thanks, bye
(5) listen to the tape: U
2
(6) read the dialogue after the tape
(7) (Guide) Try to read by themselves
(8)
Practice in groups
(9) role play (2 groups)
3. Practice
P
10
Let’s learn
together 1
Homework:
1. recide (listen to
the tape)
2. copy the new words. （下节听写）
3.
改正听写本
4. 活 P
2.
Ex. 3 P
4.
Ex.
6
板： Unit 2 Different Clothes
Do you
have any (dresses)?
(That’s ) all right.
I’ll take that one
Unit 2 Different
I. Objectives
1. Dialogue 2
2. Let’s
learn together
clothes
3.
Vocabulary whose
II. Difficult points:
1.
What can I do for you?
2. whose is …?
It’s…’s.
whose are ….? They’re…’s.
III.
Processes
1. Leading in
(1) read the
new words
(2) dictation
can, help,
buy, I’d like to buy… much, how, much, yuan,
take,
(3) role play U
2
2. Presentation
(1) P
8
dialogue 2
(A) (提醒第一幅图用￥，第二幅图用 £ )
(2) P
8
2
(B)
Can I help you? → What can I do for
you?
Ask students try to act out the
dialogue.
(3) Song: Hi Hello Little girl
→ Who are you ? → new word: whose
(4) T: Where is the T-shirt?
P: It’s on
the desk.
T: Good! Whose is the T-shirt?
(T-shirt上有名字引导学生明白whose)
Ps:
David.
T: It’s David’s
T带读2次
(5) 用所知衣服和人物的单词作替换练习，师抽查
(6) show a
pair of sport shoes.
T: Whose are the
sport shoes? （鞋上有名）
I’ll take it
Ps: They’re Ben’s.
(T) 用shorts, socks
等做替换练习，请生两两对语
3. Summing up
问物品归属？（单、复）
Can I help you? → What can I do for you?
4. Practice & development
《活》P
6
Ex.2 先自做再核对
homework:
1. copy the new
words and remember
2. 课 Ex.1
3.
技：P
3.
Ex.三 P
4.
Ex.四
4.
copy: What can I do for you?
Whose is
the pair of jeans? It’s Jiamin’s
Whose are the sport shoes? They’re Ben’s.
板：
Can I help you ? → What can I do for you?
Who whose
Whose is the
T-shirt? It’s David’s
Whose are the
sport shoes? They’re Ben’s.
Unit 3
Development
I. Objective
1. Story time
2. Did you know (Cultural Consciousness)
3. Review: Can I help you?
Whose is
are… ? It’s They’re… ‘s.
II. Processes
1. Leading in
(1) Scene 1:
Show some clothes (a shop)
---- Can I
help you? What can I do for you ?
----
I’d like to buy….
---- How much…. ?
---- It’s They’re…
---- OK. I’ll take…
---- Here you are.
---- Thank
you.
(2) Scene 2 (At a friend’s home)
-- Hello
-- Hello
-- Whose is
are… ?
-- It’s They’re….’s
(3)
dictation forty – soprt, shoe
2.
Presentation
(1) show some pictures, explain
the pictures one bye one.
(2) repeat the
sentences:
it’s got…
why are
you…?
What do you mean?
(3) P
12
listen to the tape
(4) read after the
tape twice
(5) read in groups
(6) act
out the story
(7) P
13
Did you know
The Eskimo woman wears her fur coat in
winter in order to keep warm.
The
Japanese woman wears her kimono at ceremonies
because it is traditional.
The African
woman wears her grass skirt, when she is dancing.
This is because it
is traditional and
it keeps her cool.
3. Practice and development
(1) 活 P
8
Ex. 5 （先对个别题指导 → 自做 → 校对）
(2) 活P
7
Ex. 3 Ex.4
Homework:
1. 活 P
5
Ex.1 P
60
– P
62
U
2
单词
2. 改正听写
3. 听录音读Module 1
3次
Module 1 Clothes
I. Objectives
1. Review: Clothes in English
2. Can talk
about clothes and ask the price of the clothes I
want to buy.
3. Do some exercises.
II.
Processes
1. dictation: (read the words
first)
sir madam bye pound whose
2. act out Unit 1 in groups
3. (1)
whole class read Unit 2
(2) ask students to
act out U
2
(1) 从苹果权吉找出与a pair
of 配对的苹果
skirt, dress, shoes, jeans, trousers,
blouse, socks, boots
(2)
把苹果正确分类后，请生按自己的喜好买苹果用上：
---- Can I help you
? What can I do for you?
---- I’d like to
buy…
---- How much….
---- It’s
They’re…
---- I’ll take
(3)
各生把苹果买回校后，打乱顺序，请他人猜
---- Whose is
are….?
---- It’s They’re…’s.
5.
《技》P
1.
Ex.一 Ex.二
P
3.
Ex.一. 二
Homework:
1. 技 P
2.
Ex. 五. 六
P
4.
Ex. 五. 六
2.
听录音，预习Unit 4 (词)
3. 自学 P
14
Additional
words
Module 2 People
I. Objectives
1. Language skill
(1) Can describe my
friend
(2) Know the words to describe people
2. Language knowledge
(1) Vocabulary
4 skills: cap, hat, wear, be wearing,
thin, heavy, young, today, talk, about, kind,
funny, both, great, cook, well, everyone,
true, friendly, round
3 skills: mean, hero,
heroine, hardworking, patient, handsome, movie,
star, homest,
parents, feed, ugly, weak
(2) Drills
* You mean the short boy?
* She’s wearing a pair of black shoes.
*
The woman is very thin.
* Who’s your hero?
* She kind and hardworking
(3) Sub-
topic:
Unit 4 : Friends
Unit
5 : Our Heroes and Heroines
Unit 6:
Development
3. Affect:
(1) To arise the
pupil’s awareness of the three structures for
describing people’s
appearance.
(2) To
reinforce, in a fun way, pupils’ understanding of
adjectives that describe people.
(3) To
develop creativity and imagination by drawing.
(4) To raise awareness of how friends can
help each other than to compete.
4. Learning
strategy
(1) Cognitive strategy
(2)
Regulation strategy
(3) Communicative
Resource strategy
5. Cultural Consciousness
To introduce some great person whom are
comsidered as heros or heroines.
e.g.
Gandhi, Mother Teresa, Lai feng, Zhang Haidi
II. Focal points:
1. be wearing
2. The
three structures for describing people’s
appearance (Noun + Verb + Adjeetive)
e.g. The
man is very heavy.
(Noun + has + Noun)
e.g. the woman has white short hair.
(Noun
+ verb + wearing)
e.g. The man is wearing a
cap.
3. Who’s your hero herine?
III.
Difficult points
1. be wearing
2.
adjective for describe person ality
IV.
Schedule : 6 long-periods
V.
Materials:
Text book, Activity book, Tapes,
Teacher’s book, word cards
Unit 4 Friends
I. Objectives
1. Vocabulary
mean,
cap, wear, hat, be wearing
2. You mean that
short boy with a black cap be wearing.
3.
Difficult points
(1) be wearing
(2)
difference between hat and cap.
II. Processes
1. Leading in
KiKi and CoCo are
friends, Today, we’ll learn Friends
2.
Presentation
(1) Look, KiKi has a cap.
“cap ” ← cat
CoCo has a hat.
“hat”
(2) T: KiKi is wearing a black cap.
“wear” ear 加上饰物 → wear → is wearing →
are wearing → be wearing
(3) show the
picture of P
16
T: acts out the
dialogue on P
16
once.
Teach
“mean” (feedback)
(4) look at the picture and
listen to the tape
(5) read after the tape.
(twice)
(6) role play
(7) dialogue 2.
P
16
A. Students do by themselves
B. Read it out
3. summing up
(1) read the new words, and dialogue
(2)
take notes
Homework:
1. copy the new
words.
2. 听、读、背 P
16
Layout:
Unit 4 Friends
---- You mean the short boy
cat cap
with a black cap? Hat
---- No, he’s not short and ear
wear “be wearing”
he’s not wearing a black
mean
cap He’s wearing a
yellow
T-shirt and a brown hat .
Unit 4 Friends
I. Objectives
1. Vocabulary:
thin,
heavy, young, weak, ugly
2. You mean that
tall girl in a red coat?
3. The man is old
and thin. He is wearing a hat and a coat.
II.
Processes
1. Revision
(2) Whole class
read P
16
(1) act out the dialogue.
2. Presentation
(1). T: Now Mr. Chen and
Tomoko are talking about the girl over there.
(show the
picture)
(2) Imitate Tomoko &
Mr. Chen act out the dialogue
* in a red coat
with long blonde hair
(3) listen
to the tape
(4) read after the tape (twice)
(5) whole class read the dialogue
3. Show
pictures P
15
teach adj.
(1) weak,
ugly, heavy, thin, young
(2) show picture one
by one (feedback)
4. Let’s learn together
P
19
(1) Look at the pictures
(2)
Ask students to read the sentences
(3) Put a
tick or a cross after reading
(4) whole class
read the sentences
5. Summing up
(1) read
the new words and dialogue
(2) take notes.
Homework:
1. copy the new words and
dialogue
2. listen read recide P
17
3. review new words of U
4
Layout
Unit 4 Friends
With long blonde hair
In a red coat
A pair of
brown shoes
An Australian girl
Unit 6 Development
I. Objectives
1. story time
2. did you know
3.
additional words
4. sing along. P
21
My friend
II. Process
1. Revision
(1) Whole class read U
4
(2)
Recide the dialogue
(3) Act out the dialogue
2. Presentation
(1) P
26
Story
time
A. Listen to the tape
B. Explain the
story
C. Read after the tape
D. Try to act
out the dialogue
(2) P
27.
Did you
know
To introduce some great person whom
are considered as heroes or heroines.
(3)
P
28
Additional words
A. Explain
the words
B. Tell the students. The rules
to find out their opposite words.
(4)
P
23
Sing along : My Friend
A.
Teach the new words:
Kind, honest,
funny, hand wording
B. listen to the tape
C. singina low voice
D. sing
aloud
Homework: （国庆长假）
1. P
19
Ex.
2
2. 活P
9
Ex.1 Ex.2
3. ④家听U
1
单词（名）
4. 改正听有作业薄
5.
预习U
5
（词）背U
1
U
2
U
4
（名）
Layout
Kind
Honest
Fun funny
Hard + working hard working
Sweet
Rich
Hand + some hand
some
Unit 5 Our Heroes And Heroines
I.
Objective
1. Vocabulary:
hero (heroes)
heroine (heroines) today talk, about, kind,
hardworking, patient
2. Who is your hero
My hero is my father. He is kind and hardworking
3. Usage of who & whose.
II. Processes
1. Warmming up
(1) song: My friend
(2) review the words
kind, honest, funny,
hardworking, handsome
2. Presentation
(1) show a picture
T: whose is the picture?
Guess!
It’s Miss Zhou’s. This is my father
and this is my mother.
My father is my hero.
“hero” → heroes
My mother is my heroine
heroine → heroines
(2) A. My father
is kind and hardworking
My mother is
patient and she’s kind too.
B. Read the
sentences after the teacher.
(3) T: Who is
your hero?
My hero is…. He’s…
T: Who is your heroine?
My heroine is
….. She’s….
(4) Listen to the tape teach:
today, talk about
(5) read after the tape
(6) whole class read the dialogue
Homework:
1. copy the new words
2.
listen read recide the dialogue
3.
家听U
2
单词（名），准备堂听
4. 补活P
9
Ex.1
Ex.2
Layout Unit 5
Our Heroes and
Heroines
Whose…? Who is your hero?
Hero heroes
谁的 谁是
heroine heroines
my hero is…
patient
today
who is your heroine?
Tall talk
my heroine is…. about
Unit 5 Our Heroes And Heroines
I.
Objective
1. Vocabulary:
handsome,
movie star, parents, both, great, cook, feed,
well, everyone, true
2. My hero and heroine
are my parents!
They’re both great cooks
and feed me well!
3. Difficult points:
(1) vocabulary
II. Processes
1.
Revision
(1) Dictation
(2) Whole class
read P21
(3) Ask students to recide the
dialogue
2. Presentation
(1) show the
pictures one by one
(2) Try to explain the
dialogue and teach the new words.
Handsome (read → remember → feedback) star
Movie star
Parents ( father & mother )
Both, great, cook, feed, well, everyone,
true
(3) whole class read the new words and
phrases after the teacher
(4) listen to the
dialogue
(5) read after the tape
(6)
read the difficult words again
(7) whole
class read the dialogue
(8) take notes
3. Summing up
(1) Read the new words and
phrases
(2) Look at the pictures and try to
retell them
4. P24 Let’s learn together Ex.2
T read from A to D Students write the
letter.
Homework:
1. copy the new words.
Read for dictation
2. 活P10-12. 15
3.
Recide U5
4. 改①.②.③.④活
Layout
handsome both
Star
great
Movie star cook
cooks
Father feet feed
Wall well
Mother very
everyone
Tree true
Unit 5
I. Objectives
1. Review
U4-U6
2. Let’s learn together
3.
Vocabulary: round, ugly, weak, friendly
4.
Difficult point
Describe a person in one or
two sentences.
II. Processes
1. Revision
(1) Dictation
(2) Whole class read:
P2. U1, P7. U2, P10, P16. U4, P19,
2. Presentation
(1) P25 opposite words
A. Read after the teacher
B.
Read by themselves.
(2) P24. Let’s learn
together 1
A. teach: friendly friend →
friendly
B. fill in the form
C.
Tell their friends their answers
(3) Let’s
learn together 2
P21. U5
A.
show pictures one by one
B. Read the
description according to the picture
C.
teach: round ugly weak
D. whole class
read A. B. C. D
(4) Exercise A: Describe the
picture in one or two sentences
B:
Exercise paper
* You mean the short mean
with a red hat?
She is wearing a yellow
skirt
Are you an honest man?
He has short black hair
Homework:
1. copy
P24. Ex.2
2. 改活练习纸
3. 认真复习，准备测验
Layout
Friend friendly
Pound round round
Square
Baby
Long
weak
Module 3 Occupations
I. Objectives
1. Language skill
(1) Know about jobs in
English.
(2) Can talk about what I want to
be in the future.
(3) Can talk about
relatives’ jobs.
face
face
face
face
2. Language knowledge
(1)
Vocabulary:
4 skills: nurse, doctor,
driver, want, be, when, up, job, factory, worker,
soldier,
farmer, policeman, policemen
3 skills: postman, postmen, bank, manager, grow,
grow up, fireman, firemen,
athlete, cleaner,
waiter, waitress, lawyer, clerk, bank clerk
(2) Drills
What do you want to be when
you grow up?
I want to be a teacher.
What’s the lady’s job?
She’s a nurse.
What does he do?
He’s a
policeman.
(3) Sub- topic:
Unit 7:
Our future jobs
Unit 8: My family
member’s job
Unit 9: Development
3.
Affect:
(1) To help pupils to start thinking
about occupations.
(2) To help pupils enjoy
the learning experience
(3) To provide
practice in using set phrases connected to future
occupation to express
personal wish.
(4)
To build confidence in using English
(5) To
encourage creativity
4. Learning strategy
(1) cognitive strategy
(2) regulating
strategy
(3) communicative resource strategy
5. Cultural Consciousness
(1)
To introduce outstanding people in different
occupations.
(2) To stimulate interest in
occupations.
II. Difficult Points
(1)
What do you want to be when you grow up?
I
want to be a teacher.
(2) What’s….. job?
He She is a ….
(3) What does he she do?
He She is a …..
III. Schedule:
5 long- periods
IV. Materials
Textbook,
activity book, tapes, teacher’s book, word cards
Unit 7 Our Future Jobs
I. Objectives
1. Vocabulary
postman, postmen, nurse,
doctor, driver, bank, manager, want, be, when,
grow, grow
up
2. I want to be…
3.
Difficult point:
I want to be…
“when”
II. Processes
1. revision
Whole class read U1 – U2
2. Presentation
(1) P32. song, I want to be…
teach: want, to be (remember → feedback )
when (read after the teacher → read one by one →
spell → feedback )
grow up (eg. Sally is
a little girl now. when she grows up. She will be
a pretty
woman. )
( whole
class read → feedback )
repeat “ when I
grow up” (action)
teach: doctor
driver river → driver → driver the bus
(2)
listen to the song
(3) sing in a low voice
(4) sing aloud
(5) teach: doctor,
nurse, bank manager, postman (postmen )
(
read → spell → remember → feedback )
(6) P30
Dialogue 1
eg. Who is the postman?
A is the postman.
3. Summing up
(1)
Whole class read the new words.
(2) words
game
4. Exercise
Make a sentence with
I want to be a …. When I grow up.
Homework:
1. copy the new words
2.
sing the song
Layout Unit 7 Our Future
Jobs
I want to be…. When I grow up
River driver driver the bus
Doctor
nurse cook
Bank manager
postcard postman postmen
Unit 7 Our
Future Jobs
I. Objectives
1. Vocabulary
job, factory, worker, soldier, farmer,
fireman, firemen, policeman, policemen
2.
Let’s learn together 1
3. Difficult point
(1) What do you want to be when you grow up?
I want to be….
II. Processes
1.
Warmming up
(1) sing the song: I want to be…
2. Presentation
(1) T:
如果你要问你的朋友长大想当什么？应该怎么问？
（把I want to be … when
I grow up 改为 what do you want to be when you grow
up?）
(2) How do you answer this question?
I want to be a…
(3) Practice:
请问你的同桌长大以后要当什么？
What do you want to be when
you grow up?
I want to be…
(4) P31
listen to the dialogue then repeat
(5) Whole
class read the dialogue
(6) read in groups
(7) take notes
(8) P33 Let’s learn
together 1
teach: farmer, soldier, factory
worker, fireman, policeman
( read → spell →
remember → feedback )
3. Summing up
read the dialogue & new words.
4.
Development:
game: 问你的好朋友他长大了想当什么？
Homework:
1. copy the new words and
dialogue
2. 活U7 listening
3. read & recide
U7
Layout Unit 7 out future jobs
----
what do yu want to be farm farmer
when
you grow up? Old soldier
---- I want
to be… work worker factory worker
fire fireman
firemen (pl.)
police policeman
policemen(pl.)
Unit 8 My family members’
jobs
I. Objectives
1. Vocabulary
job, athlete, cleaner, lawyer, waiter, waitress,
bank, clerk
2. What’s his job? He’s a….
3. What does he do? He’s a….
4. Difficult
point
What’s his job? He’s a ….
What does he do? He’s a …
5. Let’s learn
together 1
II. Processes
1. Warmming up
(1) review words of jobs
(2) recide
Unit 7
2. Presentation
(1)
T：我们已学过这么多职业，那怎么问他人的职业是什么呢？
职业：job
(2) What’s his job? (男性)
He’s a ..
( read after the teacher )
(3) What’s
her job? (女性)
she’s a …
(4) Practice:
What’s… job?
He’s She’s…
(5) T: 就跟say hello 和 hi一样，问他（她）的职业是什么？除了问What’s
his
her job?
还可以问What does he do?
Teach “does”
(6) Practice
What does he she do?
He’s She’s a...
(7) P35 listen to the tape then read
(8) take notes
(9) P35 complete the
dialogue
(10) whole class read the dialogue
(11) P38 let’s learn together 1
learn the words one by one
( read → spell
→ remember → feedback )
IV. summing up
1.
read the dialogue
2. read the new words.
Homework:
1. copy the new words &
dialogue
2. textbook P38 Ex.1 P39 Ex.2
3. listen, read, recide U8
Layout Unit
8 my family Members’ jobs
What’s his
job? He’s a ….
Mr. Chen’s
Your
father’s
The old man’s
What’s her
job? She’s a ….
Miss Li’s
Your aunt’s
The young woman’s
What’s his
job ? = What does he do?
her
she
he’s a …
she’s a …
athlete
wait waiter
clean cleaner dress
waitress
law lawyer bank manager
bank clerk
Unit 9 Development
I.
Objectives
1. P38 Let’s learn together 2
2. Story time
3. Did you know
4.
Additional words
II. Processes
1.
Warmming up
(1) review words of jobs
(2) P39 Check fun with language 2
(3)
Whole class recide U8
2. Presentation
(1) Let’s learn together
A. Practice :
(with pictures)
What’s his job ?
He’s
her She’s
(in
groups → in pairs → feedback)
B. What does she
do? She’s…
he He’s..
C. What are their jobs?
D. Whose father is
a lawyer?
Li Ping’s father.
(2)
story time
A. Look at the pictures then
ask the students about the robot’s jobs.
B. Listen to the story. In groups, think of an and
of the story and draw it.
(3) Did you know?
Look at the pictures and write the name
of the job under the person.
(4) Additional
words
Listen to the tape, find out the
names for the jobs. Then match the words with
the pictures.
Homework:
1. copy P38
Let’s learn together 2 (translate)
2. P40
Ex.2
3. Listen to U10 (find out the new
words)
Layout
P38 (add)
Sally’s
brother Zhuang Qing’s aunt Li Ping’s Faher
Mike’s uncle Janet’s sister
Ben’s cousin
Module 4 People Who Help
Us
I. Objective
1. Language skill
(1) Can talk about people who help us
(2) Can
ask questions about jobs.
2. Language
knowledge
(1) Vocabulary
neighbour, move,
move in, has (have) got, because, after, after
school, see, see you,
ambulance, ambulance
man, ambulance men, child, only, the only child,
dentist,
check, catch, criminal, drive, learn,
put out, fire, sick, hey, top, at the top of,
can’t,
down, get down, dangerous, could, ask,
him, everything, letter, serve, drinks,
deliver
(2) Drills
do they help sick
people?
Yes, they do. No, they don’t
What
can he do?
He can help us to learn.
Can
you drive an ambulance?
Yes, I can No, I
can’t.
The cat can’t get down.
See you
after school
Could he help?
Of course.
(3) Sub – topic:
Unit 10 : The new
neighbours
Unit 11 : They can help us
Unit 12 : Development
3. Affect:
(1) To troduce pupils the ways of asking and
answering basic questions about jobs.
(2) To
provide practice in asking and giving information
about family members’ jobs.
(3) To build
confidence
(4) To encourage creativity in
making up a story.
(5) To stimulate
interests.
4. Learning strategy
(1)
cognitive strategy
(2) regulating strategy
(3) communicative resource strategy
5.
Cultural consciousness
Ask pupils to
suggest what the people in the photographs do to
help pupils in Britain
(the dinner man serves
school lunches and supervises the children during
their lunch
break; the classroom assistant
helps the teacher in the classroom )
II.
Difficult Points.
1. Do they help sick
people?
Yes, they do. No, they don’t
2. What can he do?
He can…
3. Can
you…?
Yes, I can. No, I can’t.
4.
The cat can’t get down.
IV. Schedule: 7 long –
periods
V. Materials: textbook, activity book,
tape, teacher’s book, word cards
Unit 10
The New Neighbours
I. Objectives
1. Vocabulary
neighbour, move, move in ,
because, has (have) got, after, after school, see,
see you,
ambulance man, the only child
2.
see: I see, see you
3. Are you moving in ?
Yes, because my dad has got a new job.
Why don’t you come to my apartment after school.
II. Processes
1. Dictation
waiter,
waitress, athlete, cleaner, lawyer, clerk, bank
clerk
2. Presentation
(1) Ask students to
recide U8
(2) T: What does you dad do?
What’s your dad’s job?
(3) teach:
neighbour ← eight
U10 The new neighbours
(4) Teach new words one by one
A. move
movie → move (read → remember → feedback )
move in
moving in
Are you moving in ?
B. because
C. has
got （第三人称单数）
he has got a new job
mike has got a new job
my dad has got a
new job
have got
because my
dad has got a new job (game practice)
D. after
afternoon after school
E. See Oh,
I see（明白）
See you = Bye
(5)
P44 Listen to the tape first
repeat:
Why don’t you come to my apartment after school?
(6) read after the tape
(7) whole
class read the dialogue, then read in groups.
3. Summing up
(1) read the new words.
(2) P45. Ex.2
A. Teach: ambulance
man,
The only child , (children)
B. Do by themselves
C. Check
(3) Tack notes
Homework:
1. copy the new
words
2. listen read and recide U10
Layout: U10 The new neighbacrs
----
Are you moving in ? movie
---- Yes,
because my dad
has got a
new job
---- why don’t you
come
to my apartment
afternoon
after school
---- see you after school
U10 The New
I. Objectives
move
has got
（第三人称单数）
have got
after
see I see
see
you
alnbulance man
children child
Neighbours
1. Vocabulary
dentist, check, catch, criminal, drive, learn, put
out, fire, sick
2. Let’s learn together
3. Difficult points
(1) * Chick your teeth
* catch criminals
* drive an ambulance
* help us to learn
* put out fires
*
help sick people
(2) pl. of noun
II.
Processes
1. Warmming up
(1) whole
class read U10
(2) Ask students to recide.
2. Presentation
(1) P47. Put the right
picture sticker above each word.
(2) pl. of
the words.
(3) what do these people do?
( explain one by one and teach the new words )
(4) game : memorize
(5) P47. Ex.2 Ask &
answer in pairs.
e.g. ---- firemen
---- put out fires
(6) game: Act and guess
3. summing up
read the new words and
phrases
4. Exercise
P48. Fill in the
crossword in groups
Homework:
1.
activity book P21. 22
2. copy the new words
and phrases
3. ④ dictation: U8
Layout:
Firemen put out
fires
Nurses or doctors help
sick people
Dentists
check your teeth
Ambulance men
drive an ambulance
Teachers
help us to learn
Policemen
catch criminals
Unit 11 They Can Help Us
I. Objectives
1. Vocabulary: hey, at the
top of, can’t get down, dangerous, could, ask,
him
2. It can’t get down
Could he
help?
Let’s go and ask him.
II.
Processes
1. Warm up
(1) Whole class
read U10
(2) Recide U10
(3) Dictation
2. Presentation
(1) Show two toys
T: This is a bird. This is a Frog. They’re
friends. They’re on their way to school.
(stick a cat)
B: Look, there is a cat
at the top of the house.
F: It cant’
get down.
B: That’s dangerous…. Hey, what
does
You dad do?
F: He’s a
fireman.
B: Could he help?
F: Of
course. Let’s go and ask him.
(2) Retell and
teach the new words one by one
(3) Repeat
again
(4) Open the books P49. Listen to the
tape.
(5) Read after the tape.
(6) P50
Answer the questions.
(7) Try to recide by key
words.
Homework:
1. copy the new words
2. copy the dialogue
3. recide the
dialogue
layout
Unit 11 They Can Help
Us
At the top of the house top
It can’t get down can’t = can
not
Could he help? dangerous
Of course could
Let’s
go and ask him get down
Ask
Him
He asks him
She asks her
Unit 11 They Can Help Us
I.
Objectives
1. Dialogue
2. Let’s
learn together
3. Vocabulary: everything,
deliver, letter, serve, drinks.
II. Procedure
I warn up
1. review new words
2.
Dictation
3. P47 read the phrases
4.
Whole class read U11
5. Act out the dialogue
III. Presentation
1. write on the
blackboard
waiter, postman, cleaner, taxi
driver, shop assistant
2. pl. of 1
3. T:
What do they do?
(Teach one by one and
the new words)
4. Read the phrases
5.
Teach: What do cleaners do?
They
clean up everything.
6. Bractice: What do….do?
They….
Homework:
1. Copy the
new words
2. Make 5 sentences according to P52
3. activity Book P26-27
4. Read U10-U11
lay out
waiter waiters
---- serve us foods and drinks
postman
postmen ---- deliver letter
cleaner cleaners ----
clean up everything
taxi driver taxi drivers
---- drive a taxi
shop assistant shop
assistants ---- help in a shop
Module
5 Time
I. Objectives 1
1. Language
skill
(1) Can tell the time in English
(2) can draw a clock showing the time
2.
Language knowledge
(1) Vocabulary
4
skills: breakfast, usually, break, egg, milk,
o’clock, lunch, dinner, rice, bun,
Chinese,
maths, art, music, P.E. get up, It’s time to…,
too, late, must, go
to school, back, go back,
go to bed
3 skills: juice, coffee,
noodles, rice noodles, porridge, subject, break,
history,
goodbye
(2) Drills
What do you usually have breakfast?
We
have bread, juice and eggs.
When what time do
you have breakfast?
I usually have breakfast
at about seven o’clock
Jean has English lesson
from nine o’clock to ten o’clock on Monday.
What time is it ?
It’s seven thirty
It’s time to get up.
(3) sub-topic:
Unit 13: Our Arrangement
Unit 14: Time to
go to school
Unit 15: Development
3. Affect:
(1) To connect time to the
pupil’s daily lives o
(2) Encourage the
pupils to have fun acting out the actions.
(3) To encourage the use of the imagination
4.
Learning strategy
(1) cognitive strategy
(2) regulating strategy
(3) communicative
resource
5. Cultural Consciousness
(1) To
provide further practice of understanding and
using numbers and time
expressions.
(2)
Visual aids such as a globe of the world a map,
photos of the cities etc, would help
to get
the concept of time difference over to the pupils
II. Difficult points
1. C & U noun
2. What do you usually have breakfast?
We
have bread, juice and egg.
What time When
do you have…?
I usually have … at…
3.
Jean has English lesson from nine o’clock to the
o’clock on Monday.
4. What time is it?
5.
It’s time to ….
III. Schedule: 6 long-
periods
IV. Materials: Textbook, activity
book, Tapes, teacher’s book, word cards
Unit
13 Our Arrangement
I. Objectives:
1.
vocabulary:
4 skills: breakfast, usually,
bread, egg, milk, o’clock, lunch, dinner
3 skills: juice, coffee
2.
Usage of C and U noun.
3. What do you have
for breakfast?
Usually we have…
What
time do you have breakfast?
At about eight
o’clock.
II. Processes
1. Motivation
Today, let’s learn Module 5 time
U13 Our
Arrangement 那怎么询问时间？
2. Presentation
(1) What time?
可以问什么时间呢？如起床，一日三餐….
(2) Teach: breakfast, lunch, dinner, have
breakfast lunch dinner
(3) What time do
you have breakfast?
At eight o’clock.
Teach o’clock
At about eight o’clock
(practice)
(4) What time do you have
dinner?
Usually at about seven thirty
Teach: Usually * 注意发准音
(practice)
(5)
那问一日三餐吃什么又什么问？
What do you have for
breakfast?
Usually we have…
Teach: bread, egg, juice, milk, coffee
(practice)
(6) listen to the tape
(7) read
after the tape
Homework:
1. copy
the new words and text
2. read, listen and
recide the dialogue
3. remember the new words.
Layout Module 5 Time
Unit 13 Our
Arrangement
What time do you have breakfast?
At about eight o’clock
Usually
at about seven thirty
What do you have
for breakfast?
Usually we have…
Unit 13
Our Arrangement
I. Objectives:
1.
Vocabulary:
rice, noodles, rice noodles,
bun,
2. when do you have breakfast?
=what time
3. Time expressions
II.
Processes
1. Dictation
2. time
expressions
(1) whole class read U13 (P58)
Have-breakfast
[e]
lunch
[]
dinner
[i] [e]
o’clock
[ ]
eggs
porridge
bread U
[e]
juice U
[ju:]
milk U
[i]
coffee U
[ ] [i:]
egg
[e]
(2)
Ask pupils to act out the dialogue
(3) T: what
time do you have breakfast,…?
Ps: At…
T: We can also say
When do you have
breakfast?
(4) Game: Ask & answer
What
time When do you…?
(5) P62 Fun with language
3. Sum up
What do you have (for)
breakfast?
What time do you have breakfast?
4. new words
(1) T: What do you have for…?
Ps: I have….
T: Now, I’ll introduce
more foods for you
Teach: noodles, rice
noodles, rice, bun, porridge
(2) read the new
words
5. P59. Complete the dialogue in pairs
6. Read the dialogue P59
7. P59(4)
Discuss and complete the sentences
Homework:
1. copy the new words
2. P58 Ex.2 P59.
Ex.4
Layout
Unit 13 Our
Arrangement
What do you have (for) breakfast?
What time do you have breakfast?
=when
mice rice
noodles
rice
noodles
bus bun
porridge
Unit
13 Our Arrangement
I. Objectives
1.
Vocabulary: Chinese, maths, art, music, P. E
2. P61 Let’s learn together
3. Review Module
1—Module 4
4. songs
II. Procedure
1.
Dictation
2. Presentation
(1) P61.
Ex.1
Teach: Chinese, art, music, P. E.
maths
(2) Listen and writte the letters in
the blanks
(3) check the answers
(4)
Teach: subject, break, history
(5) P61. Ex.2
Show the timetable
has (have)… lesson
→practice
form…. To…
(6) take notes
(7) Practice the sentence
3. Songs:
(1) lazy piggy, will you get up?
(2)
This is the way
4. Revision Module 1 – Module
(1) recite the dialogue
(2) drills
subject, break, history
Homework:
1. copy the new words
2. Activity book
layout Chinese
music
jean has English lesson P.E
art
from nine o’clock to ten o’clock maths
subject
on Monday history
his
factory
break bread
Unit 14 Time to
go to school
I. Objectives
1. vocabulary
It’s time to…, too, late, must, go to
school, back, go back, go to bed, goodbye
2.
Drills
What time is it? It’s…
It’s
time to…
I must…
II. Procedure
1.
warm up
song: This is the way
Lazy Piggy, will you get up?
2. Presentation
Teach: go to school (little)
(1) T: Look at
the clock. What time is it?
Ps: (It’s) 10
o’clock. (repeat)
T: What time is it?
It’s eight forty.
(2) Show tow dolls.
Present the dialogue
Teach the new
words and the sentences.
It’s time to…
I
must…
(3) whole class read the new words
(4) Listen to the dialogue
(5) Read after
the tape
(6) Read in groups
(7) Try to
recite by key words
(8) Act out the dialogue
III. sum up
IV. Development P66 Let’s
learn together
(1) Teach: go back home
go to bed
(2) Make a dialogue with their good
friends
eg---- what time is it?
---- It’s… It’s time to….
----
Oh, it’s…
---- It’s too late. I must…
Homework: 1. copy the words and dialogue
2. recite the dialogue
layout Unit 14 time
to go to school
what time is it ? too
two to
It’s… [u:]
It’s time
to …. Late
Its too late.. [ei]
Here’s your… must
Here is
[ ]
I ‘ve no time to …. goodbye
[u] [ai]
I have go back home
I must.. go to bed
Unit 15
Development
I. Objectives
1. Story time
2. P66 Let’s learn together
3. Activity
book
4. Did you know
II. Procedure
1.
read and recide U13. U14
2. sum up
what
time do you have breakfast?
At….
What time
is it?
It’s…
3. P66 Let’s learn together
listen and match the pictures with the
clocks
4. story time
(1) look at the
pictures
(2) listen to the tape
(3) answer
the questions
(4) whole class read the story
(5) try to act out the story
5. P69 Did
you know
6. Exercises
Activity book,
Module 5 Unit 13
Check the answer
one bye one
Homework:
1. 活P39
2. P39.
Ex.三 P40 Ex.四 五
3. 预U16（词）
Module 6
Days of the week
I. Objectives
1.
Language skill
(1) Can tell what I do every
day
(2) Can ask what my friends do and what
they don’t do during the week
2. Language
Knowledge
(1) Vocabulary:
4 skills:
football, card, Monday, often, sometimes, chess,
basketball, swim, game,
day, week, Sunday,
Tuesday, Wednesday, Thursday, Friday, Saturday,
run, floor,
every, go shopping, out, go out,
happy, make, watch, housework, homework
3
skills: badminton, tennis, table tennis, skip,
activity, sweep, do gardening,
together
(2) Drills:
what day is it today?
It’s Monday.
What do you usually do after
school on Monday
I often play football.
(3) sub-topic:
unit 16: games we play
unit 17: the work we do at home
unit 18: development
3. Affect:
(1) to have fun
(2) to develop imagination
and creativity
(3) to develop interests and
confidence in using English
4. learning
strategy
(1) cognitive strategy
(2)
regulating strategy
(3) communicative
resource strategy
5. cultural consciousness
to raise awareness of the relationships
between the names of the planets and the
names
of the days of the week in English.
The
link between the names of the solar planets and
the days of the week started in
egypy very
early in the history of civilization
II.
Difficult Points:
(1) What day is it today?
It’s…
(2) what do you usually do after
school on Monday?
I often…
(3) do you
often…?
Yes, I we do. No, I we don’t.
III. schedule: 5 long- periods
IV.
Materials
Textbook, activity book, tapes,
teacher’s book, word cards
U16 Games we
play
I. Objectives:
1. Vocabulary: game,
football, basketball, card, Monday, often,
sometimes, chess,
badminton, swim
2.
Drills
(1) what day is it today?
It’s Monday
(2) what do you usually do after
school on Monday?
I often play football
II. Procedure
1. Point to the blackboard.
(Monday)
T: what day is it today?
Ss:
Monday
T: Yes, it’s Monday.
Teach: Monday
Repeat: what day is it today?
It’s
Monday.
2. What do you do ?
what do
you usually do?
I often play football.
Teach: often, play football
What do
you usually do after school on Monday.
I
often play football with my friends (practice)
3. Use play basketball, play badminton, play
chess, play cards, skip, swim, instead of
paly
football
teach: basketball, card, skip
4. listen to the tape, presents the dialogue
5. teach: sometimes
6. read after the tape
7. whole class read the dialogue
8. read
in groups
9. try to recide by key words
10. sum up
(1) read the new words.
(2) Under line the phrases
Homework:
1. copy the new words, phrasesand U16
dialogue
2. recide U16
layout Unit 16
Games we play
what day is it today?
It’s
Monday
What do you usually do after school on
Monday?
I often play football with my friends
Do you often…?
No, sometimes… sometime….
Monday
Often
Play football
football
Basketball basketball
Chess chess
Cards card
Badminton badminton
Skip
swim
U16 Games we play
I. Objectives:
1. Vocabulary: skip, table tennis, week, activity,
Sunday, Tuesday, Wednesday,
Thursday, Friday,
Saturday, run
2. Drills
(1)Do you often
play badminton after school on Monday?
No, I
don’t.
(2) What do you do than?
3.
Song: Seven Days Of A Week
II. Procedure
1. Warming up
(1)Whole class read unit 16
(2)Ask students to act out the dialogue
tation
(1)T: What day is it today?
(Tuesday)
teach: Tuesday
practice:
What day is it today? It’s Tuesday.
(2)teach :
Wednesday, Thursday, Friday, Saturday and Sunday
in the same way.
* pay attention to Tuesday
& Thursday
practice : What day is it today?
It’s …
(3)P75 Let’s learn together 1: put the
words in the right order
(4) Song: Seven Days
Of A Week
A. Listen to the song
B.
Sing in a low voice
C. Sing aloud
(5)Let’s learn together 2
A. teach: day,
week (How many days are there in a week? Seven.),
activity (pl.
activities), run
B. For
example
C. fill in the form in groups
D. T asks a student: Do you often play badminton
after school on Monday?
Yes, I do. No, I
don’t.
What do you do then?
I often play
football.
E. Ask two students to make a
dialogue in the same way
F. Practice in
groups
G. Ask students to present the
dialogue
Layout:
Unit 16 Games We Play
What day is it today?
Do you often… after school on …?
It’s Monday.
No, I don’t. Yes, I do.
Tuesday.
What do you do then?
Wednesday.
I …
Thursday.
Friday.
Saturday.
Sunday.
Revision Ⅰ Ⅱ Ⅲ
Module 1—Module 2
ⅠObjectives:
1. Unit
and Unit 2 dialogue
2. Drills
They have
dresses.
He has pink dress.
Whose is the
red sweater? It’s Alice’s.
Whose are the black
jeans? They’re Mr Joan’s.
3. Can talk about
clothes and ask the price of clothes I want to
buy.
ⅡProcedure
1. Whole class read U1 and
U2
* P8 Can I help you?
Yes, please.
I’d like to buy…
What can I do for you?
I
want to buy…
2. Free talk: shopping
3.
Game: Kingsun (review clothes in English)
4. Game: (The boy has a pair of green
sport shoes.)
5. P86 Guessing game: Whose is…?
Whose are…?
6.
Exercises
(1) O P54 Ex. 11
(2) Activity
book P55 Ex. 9
(3) O P61 Ex. 8
Homework:
1. O P52 Ex. 6
2. Copy new words of U1 and
U2 once
3. Read and recite U1, U2, U4 and U5
Layout:
The boy has a pair of green sport
shoes.
They have …
Whose is the red
sweater? It’s Alice’s.
Whose are the black
jeans? They’re Mr Joan’s.
Module 3----Module 4
ⅠObjectives
1. Review
What’s … job?
He’s She’s…
What does … do? He’s She’s …
What do you want to be when you grow up? I
want to be…
What do –s do? They …
2.
Words about jobs
3. Talk about people who help
us
4. Exercises
ⅡProcedure
1. Whole
class recite Unit 7
2. Free talk: What do you
want to be when you grow up?
I want to be a lawyer driver bank manager
doctor nurse cook …
3. Recite (whole class
in groups ) U8, U10, U11
4. Make a dialogue in
groups
What’s your father’s job? What does
your father do?
He’s a cleaner waiter bank
clerk movie star …
5. Write down the
sentences above
6. Guessing game: What do –s
do? They…
7. Exercises
Revision book (1)
P1---5 (pay attention to Ex. 4)
(2) P14 Ex. 4 (* 7, 10, 13, 14, 19)
(3) explain P16 Ex.5
Homework:
1. P16
Ex.5.6.8
2. Dictation U7 and U8 words
3.
Read and recite Module 3---- Module 4
Module
5---- Module 6
ⅠObjectives
1. Review
What do you have for breakfast? Usually I we
have…
What time When do you have breakfast?
At…
What time is it? It’s …
What day
is it today? It’s Sunday Monday…
What do
you do? I We …
2. Foods
3. Exercises
(改句)
ⅡProcedure
1. T: What day is it
today?
Ps: It’s Sunday Monday…
2. Compare
: Tuesday & Thursday
Spell: Wednesday
3. T: How many days are there in a week?
(There are seven.)
4. What do you have for
breakfast?
(Usually Often ) I we have…
review words of food (compare: bread, break,
breakfast)
5. What time When do you have
breakfast?
At (about) …
Review how to
express time
* 7:55 seven eleven X seven
fifty-five
6. Compare with 4.& 5.
7. What
time is it? It’s …
8. Compare with 5 & 7
9. Free talk ( use the sentences above)
10
Fill in the form in groups
eg. What do you
do after school on Monday? I play football …
Days of the week
11. Exercise
P19 Ex.7 (改句)
(1) Ask
students do by themselves
(2) Write their
answers on the blackboard
(3) Check and
explain
Homework:
1. Finish the exercise
paper
2. P21-23
Activities
3. Dictation U10 and U11
4. Read and recite Module 5—6