打量的拼音:二年级英语下册全册教案-钱到用时方恨少

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小时代影评-听证会主持词

2020年9月20日发(作者：韦氏)

二年级英语教案
Primary English for China
Book 4

教学计划及要求

周
次
单元
页
数
重要句四会单语法
语音
型词重点
There’s aan„ an art room a Ou There be
Is there aan„? classroom a (out ,around 结构的陈
Yes, there is . computer room shout, 述句和它
No, there isn’t. a hall a library playground , 的一般疑
a music room a Mouth, 问句及其
playground mouse ) 肯定否定
isn’t = is not 回答
have a look cool
What do you do in Study , paint, Ea (ice 介词in
the „?We „ line up, dining cream , seat, 的运用。连
and „.. hall, eat, drink, read, eat , 词and 的
We play in do, Meat, 运用。代词
the „„ We , at school, please, ) we的用法
well
What’s in Arm, head, knee, Ea(head, 用形容词
your„?There’s leg, foot(feet) bread, 描述身体
aan„. Is there shoulder ,hand , ready, 部分
aan„?Yes, Oh, dear, great, steady, ) have，has
there has now, again, 的用法
long arms. It has 代词it的
big knees and big 运用
feet.
What can you see ? Train, plane, Ai(rain, 情态动词
I can seehear ship, road, sail) ay can的用
smell a„.. I lorry, van, (away, play) 法
see hear smell truck, with, 介词with
with my„.. hear, smell, 的运用
park, wait,
cross.
复习前面几单元所
学的内容。期中小
考
I like the„. Shelf, purple, Ur ( nurse, 用形容词
What colour is curtain, purple, 描述物体.
are the„.? wardrobe, wall curtain, 代词it,
It’s „They pink, table, turtle) they的运
‘re„. colour, they, 用.问物体
颜色
教学
要求
1）每课A、B
部分的单
词和句子
不仅要能
流利背诵
出来，还
能默写或
听写出
来；
2）每课C、E
部分要求
能流利背
诵并有声
有色地表
演出来；
3）每天跟磁
带听当天
所学内容
若干遍，
周末将本
周所学内
容再听一
至两遍，
这是每天
固定的作
业；
4）两本练习
册具体操
作：抄写
本
（copybo
ok）是课
后在家完
成相应部
分，应定
期上交批
阅，活动
手册在课
1-2
1 My
school
1-6
3-4
2 At
7-12
school
5-6 3 My robot 13-18
7-8 4 Senses 19-24
9
5
Revision
25-28
10-11 6 My room 29-34

1

Who’s that?
That’s Mr
MrsMiss Wang.
He’sShe’s our
7 My
12-13 35-40 neighbour. Is
neighbour
shehe a„..?
Yes, heshe
, he she
isn’t.
There’s there
are
(number)(animal)
8 On the
14-15 41-46 What’s your
farm
favourite
animal? I like
(animal)
Do you like
thisthat„.?
Yes, I do .No, I
16-17 9 Clothes 47-52
don’t.
Policeman,
nurse, shop, shop
assistant,
policewoman.
Postman, Mrs ,
neighbour, who,
don’t=do not,
new
代词堂上完
Or( house,
he ,she的成，并立
sea, shore,
运用即检查正
snort,
一般疑问误；
snore)
句和它的5）课前一定
肯定否定要预习，
回答课后一定
要复习。
Farm ,duck, Ar( farm , 名词的单
sheep,horse far,arm, 复数
chicken, cow, pig car) 动词like
favourite, 的运用
animal ,hey, stop
18-19
19-20

10
Revision

53-56

复习下半学期所学
内容。单元测试
期末总复习、期末
考试
Clothes , dress,
hat, shirt,
T-shirt, skirt,
coat, scarf,
excuse, excuse
me, sure

Ir(girl , 用形容词
shirt, bird, 描述服装
skirt) 代词
this,that
的运用

第1课时
课题
Unit 1 My school

New words: room, library, hall, music, art,
playground
Sentence patterns: This is „ There is a
an „
教学

目标
教
材
分
析
重点
New words: room, library, hall, music, art,
playground
难点
Sentence patterns: This is „ There is a
an „

2

教具
Word cards, picture, tape-recorder

3

I. Free talk
教
Ⅱ. Presentation

1. Bring in a picture of a school and photos or

pictures of the different rooms taught in the

Unit.

2. ( Books closed ) Show the picture of you the
学
school, saying
This is my school.
Give individual

pupils the picture and ask them to repeat the

sentence.

3. Show the pictures of the different rooms in the

school. Say their names and ask the pupils to
过
repeat them after me Then practise by showing a

room and asking the pupils to tell me the name.

4. Choose a picture and point to something in the

picture the pupils know, e. g. a tree, a well-known

room and say
There’s aan „
Show the picture to
程
individual pupils and ask them to point to the
object and repeat the sentence. Point to other
known items in the picture and encourage them to
make sentences about them.
5. Play the Pupil’s Book Cassette and point to the
speech bubble. Ask the pupils to repeat after the
beeps.
Ⅲ. Practice
1. ( Books open ) Show Transparency. Point to the
places in the school on the page, saying
There’s
a classroom
, etc. Encourage the pupils to repeat
the sentences after you.
2. Introduce the new character, Mike. Explain that
Tim is showing Mike a picture of his school. Teach
the pupils the name of the school ( No. 1 Primary

School ).

4

3. Read Tim’s speech bubble. Get the pupils to point

to the correct places. Make sentences about the
教
other places using
There’s aan „

4. Encourage the pupils to make sentences by using

there is

a an„
while I point to the places in

the picture.
学
5. Get the pupils to look at each of the rooms. Point

at an object in a room and say
There’s a „

过

程

1. Copybook 1

Unit 1 My school
布
2. Workbook 1
板
words
置
3. Write the
书
(picture cards)
作
new words on
设
This is my school.
业
the notebook.
计
There’s an art room.
There’s a library.

教
学
1.

Teaching new words with motions impresses pupils.
后
2.

Using ‘a’ and ‘an’ should be emphasized.
记
3. Pupils feel hard in pronouncing the words library,
hall, and playground
.

第2课时

5

课题
Unit 1 My school
教学
New words: art room, music room, hall, library „

Sentence patterns: Welcome to „ Is there a „
目标
Yes, there is. No, there isn’t.

New words: art room, music room, hall, library„

Sentences: Is there a „ Yes, there is. No, there
isn’t.

Word cards, picture, tape-recorder

Ⅰ. Free talk
Ⅱ. Presentation
Make a plan of your school with the places marked on
it. The plan does not need to have the English
names written on it.
( Books closed ) Show the pupils a plan of your school
with the places marked on it, revising the English
names for the places.
Point to the plan and ask, for example,
Is there a
music room?
Ask a pupil to come out and point to
the place named and say
Yes, there is.
Ask about
a place not in the school, e.g. Is there a swimming
pool? Is there a zoo? Then teach No, there isn’t.
4. ( Books open ) Show Transparency. Play the
Pupil’s Book Cassette and ask the pupils to repeat
the characters’ words after the beeps.
Ⅲ. Practice

6

1. Show Transparency and play the Pupil’s Book
Cassette. Explain that Tim and Pat are visiting
Mike’s school. The Ss listen and follow in their
books. Continue to play the cassette and ask the
pupils to repeat.
2. Show the words in Tim and Pat’s thought bubbles.
Drill the question form with the pupils by giving
them the six word cues one by one and getting the
pupils to ask
Is there aan „?
For each place in
the school.
3. Show the words with ticks and crosses in Mike’s
thought bubble. Explain that a tick means they
should answer
Yes, there is.
A cross means that
they should answer
No, there isn’t.

4. Divide the class into three groups to role-play
Tim, Pat and Mike. Get them to chorus the
conversation following the order of the word cues
in Tim and Pat’s thought bubbles.
ok 2

Unit1 My school
ok 2 Welcome to my school!
what Is there a „
we learned Is there an „
today. Yes, there , there
isn’t.
1. Practice the sentence with the plans of different
school, doing a survey, or drawing a plan of pupils’
ideal school may enable the lesson more interesting.
2. Pupils need to be remind to add a ‘a’ in the
sentence.

7

第3课时

教学
Unit 1 My school
New words: can’t cool
Sentence patterns: Come and have a look.
目标 Is there aan „?
Yes, there is. No, there isn’t.
Words and sentence patterns
Sentence patterns:
Is there aan„ Yes, ... No, „

Picture cards, tape-recorder
Ⅰ. Free talk
What’s in your classroom?
Is there a computer?
Yes, there is. No, there isn’t
What’s on your desk?
Is there a pencil case?
„
Ⅱ. Presentation
1. Point to the characters in the pictures and read their
speech bubbles aloud. Ask the pupils to point to the speech
bubbles as you read them.
2. Play the Pupil’s Book Cassette for the pupils and ask them
to say the sentences after the cassette.
3. Explain that the man in the story is the school principal.
4. Ask questions about what the boy can do, e. g. Can he sing ?
Encourage the pupils to answer Yes, he can. No, he can’t.

8

5. Ask the pupils to role-play the story in groups of three
and to read the characters’ speech bubbles. Some groups
may like to come out to the front and act the story.
6. You may use Storycards to revise sequence and language of
the story.
Ⅲ. Tick ( ) or cross ( )
1. Ask the pupils to read the story again. I Read the words
in the speech bubbles with the pupils.
2. Demonstrate how to tick or cross the first sentence with
the pupils as an example. If the pupils are not sure of
the answer go back and read the story with them again
until they find the answer.
3. Check answers using Transparency.
Ⅳ. Summary
I
can
sing. I
can
draw.
I
can’t
sing. I
can’t
draw.
1. Copybook P3 Unit 1 My school
2. Workbook P3 Is there an art room?
3. Review what we Yes, there is. No, there isn’t.
learned today I can’t swim.
I can play.
1.

Pupils have difficulty in understanding ‘come and have a look’, so
they need to be told the meaning and some situations and some practice
are needed.
2.

Pupils have fun in reading the story imitating the record.
With the guidance of the teacher, better pupils can retell the story----
feel delighted

9

第4课时

Unit 1 My school
教学
The pronunciation of “ou” in the following

words: out, around, shout, playground
目标

sound “ou” in the words: around, shout,
playground

sound “ou” in the words: around, shout,
playground

Picture cards, tape- recorder

Ⅰ.Free talk
What’s in your pencil case?
Is there a rubber?
Is there a ruler?
Yes, there is. No, there isn’t.
Are there any pencils?
Yes, there are. No, there aren’t.
Ⅱ. Presentation ( E. say the sound and the words.)
1. Play the Pupil’s Book cassette and ask the pupils
to listen to the sound and the words. Point out
the spelling of this sound. It is important that
the pupils realize the vowel sound is spelt with
two letters. Demonstrate how to make the sound and
get the pupils to look a t your face while doing
so. Check that the pupils are opening their mouths
sufficiently and making the sound correctly.
2. Say the words slowly and clearly. Check that the
pupils are saying the sound correctly.

10

3. Point to the pictures and check that the pupils
can say the words without your model.
4. Play the Pupil’s Book Cassette again. Ask the
pupils to listen to the rhyme and to tick the
correct picture. Get the pupils to say the rhyme.
Ⅲ. More to do. ( Workbook P.4 )
1. Ask Ss to look at the first part of the page and
listen to the Workbook Cassette.
2. Draw a line to the correct words according to what
they hear on the tape.
Tapescript and answers: ou ( mouth, playground )
3. Ask Ss to look at the second part of the page. Tell
them to look at the pictures and fill in the blanks
in the sentence.
What’s in your school? Is there a library? Yes,
there is. What’s in your school? Is there an art
room? No, there isn’t.

1. Copybook P4

Unit 1 My school
2. Workbook P4 out, around,
3. Review what shout, playground
we learned go out run around
today in the playground
Pupils feel hard to pronounce the word round and shout for they
have never learned these words. So more practise is needed.
Saying the rhyme with clapping hands for several times make
pupils feel more interesting.

11

第5课时

Unit 1 My school
教学
Get Ss to be more familiar with the words and the

sentence patterns “There be” “ Is there
目标
aan „” “Yes, there isNo, „ ”

Words and sentence patterns
Is there aan „
Yes, ..No,..

Words and sentence patterns
Is there aan „
Yes, ..No,..

Word cards, pictures and tape-recorder

Ⅰ. Free talk
What’s in your room?
Is there a big TV?
Is there a computer?
Is there a fan?
Yes, there is. No, there isn’t.
Ⅱ. Revision
1. Review the word
classroom, library, hall, music room, art room,
playground„
2. Choose some students to spell the words, and
choose some able students, make sentences with
these words.
Ⅲ. Presentation ( F. Look and do. P.5)
1. Tell the pupils to work in pairs. One should be
Student A and the other one Student B. ask all the
pupils who are student A to put up their hands.
Repeat with the pupils who are Student B.

12

2. Read the instructions on the page with the pupil.
Ask them to turn to pages 60 and 61. point out the
different plans Students A and B should look at.
Explain that the places on the plans are the same,
but the objects are in different places.
3. Tell the pupils to put ticks in the correct places
in the grid on page 60 or page 61.
4. Demonstrate one conversation by having one
student A ask, e.g.
Is there a fan?
Get Student
B to answer
No, there isn’t.
Then have Student
A ask
Is there a TV?
Get Student B to answer
Yes,
there is
.
It’s in the classroom.
Show the pupils
that Student A should tick the box across from
classroom and under the TV in the grid.
IV. Tell them to take turns to ask and answer questions
and to put ticks in their grid according to their
partner’s answers.
V. Summary

1. Workbook P5

Unit 1 My school
2. Review what
Is there a fan?
we learned
No, there isn’t.
today
Is there a TV?
Yes, there is
.

It’s in the classroom.

13

第6课时

Unit 1 My school
教学
Consolidate all the new words and sentence

patterns of Unit 1
目标
Part G: Sing the songs

The words and sentence patterns in unit1

Sentence patterns in unit1

Word cards, picture cards, tape-recorder,
projector

I. Free talk
What’s the weather like today?
Is there a computer in the classroom?
Are there any fans in the classroom?
How many fans in the classroom?
Ⅱ. Revision
1. Review the new words
art room, library, hall, music room, playground,
classroom, computer room, music room, around,
shout
2. Review sentence patterns.
This is my school. There’s an art room. There’s
a library.
Welcome to my school!
Is there a library?
Yes, there is. No, there isn’t.
Ⅲ. Sing and play
1. Play the Pupil’s Book Cassette for the pupils
to listen to the song.

14

2. Play the cassette again and tell the pupils to
tick the correct pictures for the rooms in the
first two verses of the song.
3. Play the cassette again and encourage the pupils
to join in with the words. Then point to one of
the rooms shown at the bottom of the page and ask
the pupils to sing the next three verses
substituting the name of the room I point to.
Ⅳ. Workbook. (P5)
1. Ask the pupils to read the speech bubbles in the
pictures on the left.
2. Then match them to the pictures on the right by
writing the correct letter in the circle.
Ⅴ. Summary
1. Read partA and partB together.
2. Sing the songs again.
the

Unit 1 My school
words and
There is an art room
Part
In my school,
A,B,C,D,E,F.
In my school,
e Unit
There’s an art room in „
2
My school’s cool.

第1课时

Unit 2 At school (Ⅰ)

15

New words: study, paint, line up, dining hall,
eat, drink„
Sentence patterns: Let’s „

New words: study, paint, line up, dining hall,
drink „

Sentence patterns: Let’s „

Word cards, picture, tape-recorder
Ⅰ. Free talk
What can you do?
Can you run?
Can you jump?
Can you dance?
Ⅱ. Presentation
1.
Revise with the pupils the verbs they learned in
Pupil’s Book Unit 3 (run, dance, jump, sing,
read, write). Do actions for run, dance, jump,
sing, read and write and have the pupils repeat
the words after you. Then encourage the pupils to
do the actions with you by saying, for example,
Let’s run.
2. Teach the new words with actions to demonstrate
their meanings. For example, open more than one
book, and make notes for study, draw a paintbrush
and pretend to paint, get a few pupils to
line up,
mime eat
and
drink
and gently throw a ball to a
pupil, saying
Let’s play.

16

3. Drill the new words by saying a word and getting
the pupils to do the appropriate action or by
doing an action and getting the pupils to say
Let’s „

4. Show Transparency and play the tape. Ask the
pupils to repeat the words in the speech bubbles
after the beeps. Do the same with the vocabulary
items.
Ⅲ. Practice
1. Show Transparency. Point to the children on the
page who are painting. Say
Let’s paint.
Get the
pupils to do the action and join in with them.
Let’s line up
.
2. Point to the other words. Ask the pupils to repeat
them after you and to do the action you have taught
them.
3. Ask the pupils to work in groups of four. Give a
word cue like
study.
Nominate one pupil in the
group to make a sentence with Let’s „ and to
invite Ss to do the action with him or her.
3. Copybook 5

Unit 2 At school
4. Workbook 6 words
3. Write the (picture cards)
new words on Let’s study.
the notebook. Let’s paint.
Let’s line up.

The activity that teacher give orders (say the words) and pupils
do actions is good for memorizing the new words and sentence
pattern.

17

第2课时
Unit 2 At school (Ⅱ)
New words: sing, play, study „
Sentence patterns: What do you do in the „? We „ and „
New words: sing, play, study „
Sentence patterns: What do you do in the „? We „ and

Word cards, picture, tape-recorder
Ⅰ. Greeting
How are you today?
Is there a library in the school?
Can we shout in the library?
Ⅱ. Presentation
1. Bring in the plan of the school again.
2.
Point to an appropriate room on the plan. Make sentences
about what the pupils do in the room. For example, say
We
study

in the classroom.
3. Drill the pupils by asking about the different rooms, e.g.
What do you do in the dining hall?
Encourage the more able
pupils to use more than one verb by saying
And?
With rising
intonation after they have told you one thing they do, e.g.
S:
We eat.
T: And? S:
We drink
.
4. Show Transparency and play the tape. Point to the speech
bubbles and get the pupils to repeat the sentences after the
beeps.

18

Ⅲ. Practice
1. Show Transparency and play the tape. The pupils listen and
follow in their books. Continue to play the cassette and ask
the pupils to repeat the words after the beeps.
2. Show Ss the characters and explain Mike is in Pat’s school.
3. Point to the pictures and ask, for example, what do you do
in the playground? Encourage the pupils to make a sentence
about each small picture in the thought bubbles.
4. Show the pupils, using the sentences in the speech bubbles,
that when we talk about more than one thing we can use „
and „ to link the actions. We can also use „, too to link
a sentence to a previous sentence.
5. Point to Pat’s thought bubbles in picture 3. help Ss to link
the actions shown by saying „ and „ or „, too.
6. Ask the pupils to work in pairs to complete the conversation.
The pupils take turns to role- play P and M.
1. Copybook 6 Unit 2 At school
2. Workbook 7 What do you do in the playground?
3. Review what we We line up
and
sing.
learned We play,
too
.
today.
Enlargement:
1.

We surf the internet play computer game in the computer room.
2.

We sing and dance have a show in the hall.
3.

We swim in the swimming pool.
jump, run, read, write, etc.

第3课时

19

Unit 2 At school (Ⅲ)
Words: here ,pool, cool
Sentence patterns “What do you do in the „?” “We „
and „” “We play in the „”
the sentence patterns of “ What do you do in the „?”
the sentence patterns of “ What do you do in the „?”

Picture cards, tape-recorder
Ⅰ. Greeting
What do you do at home?
We eat and drink.
We play, too.
Ⅱ. Presentation
1. Point to the characters in the pictures and read their
speech bubbles aloud. Ask the pupils to point to the speech
bubbles as you read them.
2. Play the Pupil’s Book Cassette for the pupils and ask them
to say the sentences after the cassette.
3. Pupils say the speech bubbles together. And then say them
group by group, see which group is best.
4. Ask the pupils to role-play the story in groups of three
and to read the characters’ speech bubbles. Some groups
may like to come out to the front and act the story.
5. Use the storycards to revise sequence and language of the
story.
20

Ⅲ.Do the part D
1. Ask the pupils to read the story again. Read the words
in the speech bubble with pupils and tell them to repeat
the sentences.
2. Demonstrate how to write a cross in the first one as an
example.
3. Use Transparency to check the answers.
Ⅳ. More to do
1. Write the names of the different rooms on the board. Using
strips of paper with the action verbs written on them, ask
the pupils to stick a strip of paper under an appropriate
room name.
2. Ask a pupil about a room, for example, what do you do in
the music room? The pupil makes a sentence using the word
on the strip of paper under the room name. This game can
also be played in teams for points.
1. Copybook 7 Unit 2 At school
2. Workbook 8 We fly in
here
.
3. Review what we We read in the swimming pool.
learned Your school’s
cool
.
today.
Role-playing and acting out the story gain a good effect.
Retelling the story with the help of teacher help pupils
understand the story.

21

第4课时
Unit 2 At school (Ⅳ)
The pronunciation of “ea” in the following words: ice
cream, seat, read, eat
pronunciation
ea
in the words: ice cream, seat, read, eat
pronunciation
ea
in the words: ice cream, seat, read, eat

Picture cards, word cards, tape-recorder
Ⅰ. Greeting
What’s your favourite food?
Do you like apple?
Do you like ice cream?
Ⅱ. Presentation
1. Play the Pupil’s Book Cassette and ask the pupils to
listen to the sound and the words.
2. Point out the spelling of this sound. It is important that
the pupils realize the vowel sound is spelt with two
letters.
3. Say the words slowly and clearly. Check that the pupils
are saying the sounds correctly.
4. Point to the pictures and check that the pupils to listen
to the rhyme and point to the children. Ask the pupils to
read what is written on the wrappers of each child’s ice
cream. Tell them to circle the winner. Get the pupils to
say the rhyme.

22

Ⅲ. Play the game
1. Write the names of the different rooms on the board. Using
strips of paper with the action verbs written on them, ask
the pupils to stick a strip of paper under an appropriate
room name.
2. Ask a pupil about a room, for example, What do you do in
the music room? The pupil makes a sentence using the word
on the strip of paper under the room name. This game can
also be played in teams for points.
Ⅳ. Do workbook.(P9)
1. Ask Ss to look at the first part of the page and listen
to the tape. They need to circle the correct TVs according
to the sound they hear on the tape.
2. Ask the pupils to look at the second part of the page.
Tell them to look at the pictures and fill in the blanks
in the sentences.
1. Copybook 8
Unit 2 At school
2. Workbook 9
What do you do in the playground?
3. Review what we
We line up and sing.
learned today.
What do you do in the music room?
We sing and dance.

第5课时

Unit 2 At school (Ⅴ)

23

Get pupils to be more familiar with the words and
the sentence patterns “ What do you do in
the „?” “We „ and „” „

words and the sentence patterns “ What do you
do „?”

words and the sentence patterns “ What do you
do „?”

word cards, pictures and
tape-recorder
Ⅰ. Free talk
What do you do in the playground?
I play„
What do you do in the classroom?
I study„
„ „
Ⅱ. Word revision
Review the words. Ask some pupils do actions for
study, paint, line up, eat, drink„
the others
guess the words and spell the words.
Choose some students to spell the words, and choose
some able students, make sentences with words.
Ⅲ. Presentation ( F. Look and do. P.11)
1. Ask the pupils to draw their own face in the blank
faces on page 62. Tell them to cut out the pictures
and to stick them in the four rooms at the top of
page 11. Tell them not to show their friend.
24

2. Tell the pupils to work in pairs. Ask them to take
turns to ask
What do you do in the „?
The other
pupil answers according to the picture he or she
has put in that room. The pupil asking the
questions ticks the correct boxes in the grid at
the bottom according to their partner’s answer.
3. At the end, the pupils check to see if their
pictures and their partner’s grid match.
Ⅳ. More to do
The pupils draw a picture of their favorite room in
the school. They write a caption to tell what they do
there.
Ⅴ. Summary
What do you do in the library?
I study.
What do you do in the dining hall?
We eat and drink.
What do you do in the „?

Unit 2 At school
the
What do you do in the library?
words
I study.
what
What do you do in the dining
we learned
hall?
today.
We eat and drink.

25

ok 10

第6课时

Unit 2 At school (Ⅵ)

Consolidate all the new words and sentence
patterns of Unit 2
Sing the songs

New words and sentence patterns

Sentence patterns

Word cards, picture cards, tape-recorder

Ⅰ. Greeting
What do you do in the home?
I do my homework.
I eat and drink. I play, too.
Ⅱ. Revision
2. Review the new words
study, paint, line up, dining hall, eat, drink, do,
we
at school, well
2. Review sentence patterns.
What do you do in the playground?
We line up and sing. We play, too.
What do you do in the classroom?
We study.
What do you do in the dining hall?
We eat and drink.
What do you do in the art room?
We paint and draw.

26

Ⅲ. Sing and play
1. Play the Pupil’s Book Cassette for the pupils to
listen to the song. Ask the pupils What do you do
in the „? For each of the rooms listed at the
bottom of the page.
2. Play the cassette again and tell the pupils to
point to the correct pictures for each of the
verses.
3. Play the cassette again and encourage the pupils
to join in with the words.
Ⅳ. The pupils play a miming game.
Give a pupil a strip of paper with a verb from this
unit written on it. The pupil reads the word on the
strip of paper silently and then mimes the action. The
others guess what action he or she is doing by making
a sentence like
We sing in the music room.
Award points
for correct guesses.
Ⅴ. Summary

1. Review the

unit.
2. Recite
PartA and
PartB
3. Prepare
Unit3
27

第1课时
Unit 3 My robot (Ⅰ)
New words: arm, head, knee, leg, foot, feet, shoulder,
hand, finger, toe„
Sentence patterns: What’s in your„? There’s aan „
New words: arm, head, knee, leg, foot, shoulder, hand...
Sentence patterns: What’s in your „? There’s aan „

Word cards, picture, tape-recorder
Ⅰ.Free talk
What’s the weather like today?
Is there a computer in the classroom?
Where’s the computer?
Is it on the desk?
Ⅱ. Presentation
1. Introduce the parts of the body by pointing to your own
body parts and saying the names.
2. Draw a simple robot on the board. Label the robot and its
body parts.
3. Drill the names by getting the pupils to point to their
own body parts when you say the names.
4. Check that the pupils remember by pointing to your body
parts and getting the pupils to say the names.
5. Show Transparency. Play the Pupil’s Book Cassette and ask
the pupils to repeat the words in the speech bubbles after
the beeps. Do the same with the vocabulary items.

28

Ⅲ. Practice
1. Show Transparency. Show the robots on the shelf above the
man’s head. Ask
What’s this?
Encourage the pupils to
answer
It’s a robot.
2. Point to the box. Tell them that pieces of Tim’s robot
are in the box.
3. Read the speech bubbles. Get the pupils to point to the
correct body parts in Tim’s box.
4. Point to the body parts or say their names and get the
pupils to ask
Is there a „?
5. Divide the class into two halves. Point to or say the names
of the body parts. Tell half the class to ask the question

Is there a „?
Tell the other half to replay
Yes, there
, there isn’t.
Try to catch the class out by
sometimes saying words like a car, a kite, a doll, etc.
exchange the roles so half the other half of the class
become the questions.
1. Copybook 9 Unit3 My robot
2. Workbook 11
New words
3. Write the new (picture cards)
words on the
What’s in your bag?
notebook.
There’s a an„
Is there aan„

1)Revision: eyes, nose, ears, mouth, fingers 2)Supplement:
face, body, neck, toes.3)All the words presents in a picture
of a man with labels. singing the song with motions, playing
a game, and drawing enable pupils memorize all the words.
29

第2课时
Unit 3 My robot (Ⅱ)
New words: bigsmall, longshort „
Sentence patterns: It has „
New words: bigsmall, longshort „
Sentence patterns: It has „

Word cards, picture cards, tape-recorder
Ⅰ. Greeting
Ⅱ. Presentation
1.
Draw two pictures of the same body part on the board. Make
one big and one small. Point to and talk about the
pictures, saying, e.g.
This is a big head. This is a
small„
2.
Now draw two contrasting robots, i.e. one has a big head
and the other has a small head etc. Talk about the robots,
for example,
Look at this robot. It has a big head. Look
at this robot. It has a small head.
3. Point to the robots’ arms or legs. Count them. Tell the
pupils there are two. Remind them to say and write the
‘s’ at the end of plural nouns. Write on the board,
two
arms, two legs. Say it has two arms. It has two legs.
Point
out the plural of foot (feet).
4. Revise the adjectives long and short by pointing to the
arms and legs of the two robots. Make sentences like
It
has long arms. It has short legs.

30

5. Point to the different body parts and prompt the pupils
to make similar sentences. Prompt them by giving the
adjective and then the name of the body part if necessary.
Ⅲ. Practice
1. (Book open) Play the Pupil’s Book Cassette. The pupils
listen and follow in their books.
2. Help the pupil’s to complete the sentences about the
other robots in picture3 and picture4.
IV. Guessing game.
1. Describe one of the robots on the page. Describe the robots
in pictures 1 and 2 by using a different sentence order
from the one in the book. Get the pupils to say the number
of the picture for the robot you are describing.
2. Then when I make a sentence describing a body part, Ss
should point to the body part and make a gesture to fit
the description.
ok 10 Unit 3 My robot
ok 12
Look at my robot.
the
It has a big head.
sentences we
It has long arms.
learned today.
It has short legs.
It has big knees and big feet.

More pictures should be given to practise, not only the robot,
but the bears or the doll, even pictures of a man.
Revision: fatthin, tallshort, bigsmall, long short

第3课时
Unit 3 My robot (Ⅲ)

31

The words: dear, sir, great, again„
The sentence patterns of “Look at „?” , “It has „”
Sentence patterns “Look at „?” “It has„ ”
Sentence patterns “Look at „?” “It has„ ”

Picture cards, tape-recorder
Ⅰ. Greeting
How are you?
What’s the weather like today?
Do you like it?
Ⅱ. Presentation
1. Point to the characters in the pictures and read their
speech bubbles aloud. Ask the pupils to point to the speech
bubbles as you read them.
2. Play the Pupil’s Book Cassette for the pupils and ask them
to say the sentences after the cassette.
3. Ask the pupils to come up and play the roles of Koko, Pat
and the robot scientist.
4. Ask the pupils to role-play the story in groups of three
and read the characters’ speech bubbles. Some groups may
like to come out to the front and act the story.
5. Use Storycsrds to revise sequence and language of the
story.
32

III. Do Part D.( Circle the correct words. P16)
1. Ask the pupils to read the story again. I read the words
in the speech bubbles with the pupils.
2. Demonstrate how to circle the correct choice in the first
sentence as an example.
3. Use Transparency to check the answers.
Ⅳ. Do exercises in the Workbook(P.13)
Ask the pupils to look at the pictures and listen to the
Workbook Cassette.
Ask the pupils to tick the correct pictures according to what
they hear on the tape.
Let the pupils listen again, I check their answers.
Tapescript:
1. I like that robot. It has long legs. It can run.
2. This robot has one arm. It has one shoulder. It has one
leg. „
1. Copybook 11 Unit 3 My robot
2. Listen to the
Oh, dear! It has no head.
tape to review
I can help you.
PartC.
Thank you, sir.
That’s great.

Ask pupils listen to the record and draw the robots before read
the story may vary the practice and make more fun.

第4课时

Unit 3 My robot (Ⅳ)

33

The pronunciation of “ea” in the following
words: head, bread, ready, steady

Pronunciation “ea” in the words: head, bread,
ready„

Pronunciation “ea” in the words: head, bread,
ready„

Picture cards, word cards, tape-recorder
Ⅰ. Greeting
What’s on your chair?
Is there a bag on your chair?
What’s in your school bag?
There’s a booka pencila pen„
What’s in your pencil case?
There’s a pena pencil„
Ⅱ. Presentation
Play the Pupil’s Book Cassette and ask the pupils
to listen to the sound and the words. Point out
the spelling of this sound. It is important that
the pupils realize the vowel sound is spelt with
two letters. This is a short vowel sound.
Say the words slowly and clearly. Check that the
pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can
say the words without your model.
34

Play the pupil’s Book Cassette again. Ask the pupils
to point to the waiter’s head and bread. Get Ss
to say the rhyme.
Ⅳ. Workbook ( P14 )
1. Ask the pupils to look at the first part of the
page and listen to the Workbook Cassette. They
need to draw a line to the correct car according
to the sound they hear on the tape.
Tapescript and answers: ea (head)
2. Ask the pupils to look at the second part of the
page. Tell them to look at the pictures and fill
in the blanks in the sentences for the pictures.
Answers: I have a robot. It has big hands. It has
small feet.
I have a robot, too. It has long legs. It has
short arms.
V. Summary: Sum up the main point.
1. Copybook 12

Unit3 My robot
2. Workbook 14 head bread
3. Write what ea
we learned ready steady
today.

第5课时

35

Unit 3 My robot (Ⅴ)
Get Ss to be more familiar with the words and the
sentence patterns “ what’s in your „”
“There’s aan „” “It has „”„

words and the sentence patterns “It has „”

words and the sentence patterns “It has „”

Word cards, pictures and tape-recorder
Ⅰ. Greeting
What’s the weather like today?
It’s „
Do you like it?
Yes, I do. No, I don’t.
What’s in your school bag?
Is there a pencil case?„
Ⅱ. Word revision
1. Draw a picture of a body, ask the pupils to say
the names of the body part. (arm, head, knee, leg,
foot, shoulder, hand).
2. Choose some students to spell the words, and
choose some able students, make sentences with
words.
Ⅲ. Presentation ( F. Look and do. P.17)
1. Show the pupils the body parts of the robot on page
62. Tell them to cut out a head, legs and arms.
Show them the body and have them cut it out.
36

2. Tell the pupils to paste the body parts they have
chosen for their robot onto a piece of paper. Tell
them to describe their robot by filling in the
blanks on the bottom left of page 17.
3. Tell the pupils to work in pairs. Ask them to take
turns to show their friend their robot and talk
about it. They then write sentences about their
friend’s robot.
Ⅳ. More to do
The more able pupils can tell their friends what
their robot can do, eg. It can run. It can jump. It
can fly.
Ⅴ. Workbook. (P.15)
1. Ask the pupils to look at the pictures at the top
of the page and read the sentences at the bottom
of the page.
2. Then tell them to match the pictures and the
sentences by writing the correct letters in the
circles.
Answers: 1. c 2. a 3. b 4.d

1. Review the

Unit 3 My robot
words
My robot has a „head.
2. Review what
It has „shoulders.
we learned
It has „arms.
today.
It has„hands.
It can„ „
37

第6课时

Unit 3 My robot (Ⅵ)

Consolidate all the new words and sentence
patterns of Unit 3
Sing the songs

New words and sentence patterns

Sentence patterns

Word cards, picture cards, tape-recorder

Ⅰ. Free talk
What’s on the desk?
Is there a book?
Are there any chalks?
What does the boy look like?
He has „. He has„. He has „.
What does the girl look like?
She’s pretty. She has„
Ⅱ. Revision
3. Revision the new words
arm, head, knee, leg, foot(foot), shoulder, hand,
oh, dear
great, now, again big small long short tall„
4. Review sentence patterns.
What’s in your box?
There’s an arm.
Is there a head?
Yes, there is.

38

Look at my robot. It has a big head.
It has long arms. It has short legs„„.
Ⅲ. Sing and play
Play the pupil’s Book Cassette for the pupils to
listen to the song. Show the pupils how to do the
different actions shown in the pictures. Play the
cassette again and encourage the pupils to join in with
the words.
Ⅳ. More to do
You can sing the song and miss out the words for the
body parts one by one. In the first verse, miss out the
word ‘head’ and just point to it but sing the rest
of the words. In the second verse, miss out ‘head and
shoulders’ while still pointing to them. Continue in
this way until the pupils are completely silent and
only pointing to their body parts.
Ⅴ. Summary
Sum up the main points.

1. Review the

Unit 3 My robot
words.
He has big eyes.
2. Recite Part
She has small ears.
A,B.
It has fat arms.
It has thin legs.

39

第1课时
Unit 4 Senses ( Ⅰ )
New words: train, plane, ship, toad, lorry, van, truck „
Sentence patterns: What can you see? I can see „
New words: train, plane, ship, toad, lorry, van, truck „
Sentence patterns: What can you see? I can see „

Word cards, picture, tape-recorder
Ⅰ. Greeting
What’s the weather like today?
It is fine.
III. Presentation
1. Bring in some pictures of train, plane, truck, van, lorry
and ship.
2. Introduce the names of the vehicles using the pictures.
Write the names on the board.
3. Drill the words by asking the pupils to point to the
correct picture. Then point to the pictures and ask the
pupils to tell you the names.
4. Revise I can „ by showing and telling the pupils that you
can jump or run. Point to your eyes making them very wide
open and say
I can see
. Close your eyes and cover them with
your hands saying I can’t see. Write
I can see
on the
board. Ask the pupils to repeat your actions and make
appropriate sentences.

40

5. Show the vehicles one by one and ask the pupils
What can
you see?
Encourage them to answer
I can see a „

6. Show Transparency. Play the Pupil’s Book Cassette and
point to the speech bubbles. Ask the pupils to repeat after
the beeps. Do the same with the vocabulary items.
IV. Practice
1. (Book open.) Ask the pupils to look at their books, and
then make sentences using I can see a„ for the other
vehicles and things. Get them to point to the correct
pictures.
2. Ask the pupils to take turns to role-play the children in
the picture.
V. Summary
Say the new words again. And then ask some pupils to match
the words and the pictures by sticking the pictures under the
words.
4. Copybook 13 Unit 4 Senses
5. Workbook 16
new words
3. Write the new (picture cards)
words on the
What can you see?
notebook.
I can see a plane.
I can see „

1.

Pupils may ask the teacher differences between lorry and
truck, so presenting the words by photos or model helps them
understand.
Sum up words of vehicle: plane, ship, train, van, lorry, truck,
bus, car, school bus, minibus, taxi, bike, MTR

41

第2课时
Unit 4 Senses ( Ⅱ )
New words: hear, smell, see „
Sentence patterns: I „ with my „, I can see a „
New words: hear, smell, see „
Sentence patterns: I „ with my „, I can see a „

Word cards, picture cards, tape- recorder
Ⅰ. Sing a song.
Ⅱ. Free talk
Is there a computer in the classroom?
What can you see on the desk?
III. Presentation
1. Bring in a cut orange and a toy car, train or truck. The
toy must be one that makes a notes.
2. Draw a face on the board. Point to and revise the words
eyes, ears and nose from Pupil’s Book 1.
3. Revise
I can see a „
by making sentences about some of
the objects in the classroom. e.g. a desk, a chair, a
window, a board and a door. Point to your eyes and say
I
see with my eyes. I can see a student.

4. Show the pupils the toy. Make a noise with it. Point to
your ears. Say e.g.
I hear with my ears. I can hear a car.

Make the noise again and encourage the pupils to repeat
the sentences.

42

5. Show the pupils the cut orange and gesture to them to smell
it. Point to your nose. Say I smell with my nose. I can
smell the orange.
6. Say sentences with
I can smellhearsee with my „
Ask
the pupils to point to the appropriate organ of sense.
Write smell –nose, hear –ears, see –eyes on the board.
Ⅲ. Practice
1. Show Transparency and play the Pupil’s Book Cassette. The
pupils listen and follow in their books. Continue to play
the cassette and ask the pupils to repeat the words after
the beeps.
2. Show the pupils the small pictures of other thing that the
characters can hear, smell, and see and help the pupils
to complete the sentences about them.
3. Ask the pupils to work in groups of three to complete the
conversation. And then take turns to role-play.
1. Review PartB Unit 4 Senses
by listening
I hear with my ears.
and follow the
I see with my eyes.
tape.
I smell with my nose.

2. Copybook 14
3. Workbook 17
Practicing the sentence with the help objects, CAI arouses
pupils’ interest successfully.
The difficulty: with

第3课时

43

Unit 4 Senses ( Ⅲ )
New words: park wait cross want
Sentence patterns:
What can you see?
I can seehearsmell a „
I seehearsmell with my „

Sentence patterns of
What can you do? I can seehear„

Sentence patterns of
What can you do? I can seehear„

Picture cards, tape-recorder
Ⅰ. Greeting
What can you see?
I can see a pencil.
What can you hear?
Ⅱ. Presentation
1. Point to the characters in the pictures and read their
speech bubbles aloud. Ask the pupils to point to the speech
bubbles as I read them.
2. Play the Pupil’s Book Cassette for the pupils and ask them
to say the sentences after the cassette.
3. Ask the pupils to read the text together. And then read
it group by group, see which group is first.
4. Point to the blind boy in picture 1. Explain that he cannot
see. Show his stick.
5. Ask the pupils to role-play the story in groups of three
and read the characters’ speech bubbles. Some groups may
like to come out to the front and act the story.
44

6. You may use Storycards to revise sequence and language of
the story.
Ⅲ. More to do: Play a Tic-tac- toe game.
Draw a grid of three columns and three rows on the board.
Divide the class into two teams. Give the two teams a sense
each, e.g. one is playing with things they can smell and
their sign is ‘X’, and the other is playing with things
they can hear and their sign is ‘O’.
Members of the teams take turns to say which square in the
grid they want to play for. Then he or she makes a sentence
is correct. The first team to have three signs in a row,
going top to bottom, left to right of diagonally is the
winner.
Ⅳ. Summary
Sum up the main point.
ok 15 Unit 4 Senses
ok 18
We’re in Bird Park.
the
Let’s wait.
story.
We can’t cross the road.
I want a hot dog.

Role-playing the story make the class active. Miming the record
can not only make the lesson more fun, but also impress pupils.

第4课时

Unit 4 Senses ( Ⅳ )

45

The pronunciation of “ai, ay” in the following
words: rain, sail, away, play

pronunciation of
ai,ay
in the words: rain, sail,
away, play

pronunciation of
ai,ay
in the words: rain, sail,
away, play

Picture cards, word cards, tape-recorder
Ⅰ. Greeting
What can you see?
I can see an apple.
What can you see in the picture?
I can see some birds.
„
Ⅱ. Tick ( ) or cross ( )
Ask the pupils to read the story again. Read the
words in the speech bubble with the pupils. Demonstrate
how to do the first one with the pupils as an example.
Check answers using Transparency.
Ⅲ. Say the sound and the words. ( P. 22)
1. Play the Pupil’s Book Cassette and ask the pupils
to listen to the sound and the words. Point out the
two possible spelling of this sound.
2. Say the words slowly and clearly. Check that the
pupils are saying the sound correctly.
46

3. Point to the pictures and check that the pupils
can say the words without your model.
4. Play the Pupil’s Book Cassette again. Ask the
pupils to listen to the rhyme and point to the
actions of the children when they are said in the
rhyme. Then ask the pupils to draw the rain ( in
the window ). Get the pupils to say the rhyme.
Ⅳ.Workbook. (P.19)
1. Ask the pupils to look at the top of the page and
listen to the Workbook Cassette. They need to
circle the correct presents according to the sound
they hear on the tape.
Tapescript and answers:
1
ai(train, paint)
2.
ay(playground)
2. Ask Ss to look at the second part of the page. Tell
them to look at the pictures and fill in the blanks
in the sentences.
Answers: I smell with my nose. I can smell a flower.

ok 16

Unit 4 Senses
ok 19 ai rain sail
what
we learned ay away play

today.

47

第5课时

Unit 4 Senses ( Ⅴ )

Get Ss to be more familiar with the words and the
sentence patterns
What can you see? I can
seehear „

Sentence patterns
What can you see? I can
seehear „

Sentence patterns
What can you see? I can
seehear „

Word cards, pictures and tape-recorder

Ⅰ. Greeting
What can you see?
I can see a plane.
I see with my eyes.
I can see a ship.
I can see „

Ⅱ. Word revision
train, plane, ship, road, lorry, van, truck, with,
hear, smell
park, wait, cross
choose some students to spell the words, and choose
some able students, make sentences with words.

Ⅲ. Presentation ( F. Look and do. P.23)
1. Show the pupils Picture A and Picture B. Ask them
to look at the things in the pictures and give you
some examples of things they can see, hear and
smell.

48

2. Tell the pupils to work in pairs. Ask them to
choose Picture A and Picture B and to take turns
to talk about the things they can see, hear or
smell in their Picture, e.g.
I smell with my nose.
I can smell a flower.
Their partner has to guess
which picture they have chosen.
Ⅳ. More to do
The pupils change partners and play the game again
Ⅴ. Summary
1. Words
2. Sentence patterns
I see with my eyes.
I can see a ship. I can see „
I hear with my ears.
I can hear a train. I can hear „
I smell with my nose.
I can smell a banana. I can smell„

1. Workbook 20

Unit 4 Senses
2. Review what
I see with my eyes.
we learned
I can see„
today.
I hear with my ears.
I can hear„
I smell with my nose.

第6课时

49

Unit 4 Senses ( Ⅵ )
Consolidate all the new words and sentence
patterns of Unit 4
Sing the songs

New words and sentence patterns

Sentence patterns

Word cards, picture cards, tape-recorder
Ⅰ. Greeting
What’s the weather like?
It’s warm.
What can you see?
I can see a picture.
Ⅱ. Revision
5. Review the new words
train, plane, ship, road, lorry, van, truck, with,
hear, smell
park, wait, cross
2. Review sentence patterns.
What can you see?
I can see a plane.
I see with my eyes.
I can see a ship. I can see „
I hear with my ears.
I can hear a train. I can hear „
I smell with my nose. I can smell a banana.
50

I can smell„
Ⅲ. Sing and play
1. Ask the pupils to tell you whether they can see,
hear or smell the things in the pictures at the
bottom of the page. Help the pupils guess what
they should write in the blanks for each line of
the second verse.
2. Play the Pupil’s Book Cassette for the pupils to
the song. You may need to play the song twice to
give the children time to hear and write the
correct words in the blanks for the second verse.
3. Play the cassette again and encourage the pupils
to join in with the words and to sing the third
verse substituting items pictured at the bottom
of the page.

Ⅳ. Summary
Words and sentences.

the

Unit 4 Senses
words and the I can see a
ship
with my eyes.
sentences in I can hear a
dog
with my ears.
unit1-unit4. I can smell a
pizza
with my nose.
2. Prepare I see, hear and smell things
Unit 5 Every day.

51

第1课时

Unit 5 Revision (Ⅰ)

Consolidate the words and the sentence patterns
in unit1-4.
Master the main language points.

Words and the sentence patterns

The main language points

Tape-recorder Transparency projector

Ⅰ. Greeting
How are you?
What’s the weather like today?
Is there a playground in our school?
What do you do in the playground?
„
Ⅱ. Presentation
A. Listen, read and tick ( ) or cross ( ) (P.25)
1. Play the Pupil’s Book Cassette. Show
Transparency. Ask the pupils to repeat the
sentences after the cassette.
2. Explain that the boy is talking to his mother
about a new school.
3. Show them the list he is writing in picture 3.
Demonstrate how to write ticks or crosses in the
boxes in the list by reading the sentences in the
speech bubbles in picture 1.
4. Tell the pupils to complete the list. Use
Transparency to check the pupils’ answers.

52

Ⅲ. More to do
Tell the pupils to copy out the list on a piece of
paper. Ask them to work in pairs to role-play the
conversation. They change the mother’s words and
write ticks or crosses according to what they have
in their school.
Ⅳ. Say and act. (P.26)
Show Transparency. Read the sentence in the speech
bubble in picture 1. Ask the pupils to repeat it
after you.
Point to the picture in the twins’ thought bubble
and help the pupils to work out the twins’
response to KoKo. Do the same for picture 2.
In pairs, the pupils take turns to role-play the
twins and KoKo and complete the conversation in
other pictures.
Use Transparency to check the pupils’ answers.
V. Summary
What do you do in the„ I we „
1. Copybook

Unit 5 Revision
P17
What’s in the school?
2. Write the
Is there a dining hall?
sentences
Yes, there is. No, there
in partA on
isn’t.
the note
What do you do in the „?
book.
We play.

53

Unit 5 Revision (Ⅱ)

Consolidate the words and the sentence patterns
in unit1-4.
Master the main language points.
The sentence patterns
Master the main language points
Tape- recorder Transparency projector
54

第2课时

Ⅰ. Greeting
How are you? What do you do in the art room?
Ⅱ. Revision
1. review the words and have a dictation
2. repetition of the sentence patterns
Ⅲ. Presentation: Listen, read and tick( ).(P.27)
1. Play the Pupil’s Book Cassette. Show
Transparency. Ask the pupils to repeat the lines
after the cassette.
2. Show the pupils the small pictures on the right
side of the page . Tell the pupils to tick the
correct boxes according to the rhyme.
3. Ask the pupils to read the rhyme again. Using the
information in the rhyme they colour the correct
robot.
Ⅳ. More to do
The more able pupils could change the adjectives
in the rhyme to suit the robot they made in Unit 3
(page 17). They show their robot to the class and
say the new rhyme.
55

Ⅴ. Look and do. (p.28)
1. Tell pairs of pupils to cut out one set of pictures
and the ‘X’ and ‘O’ signs on page 64. They put
the pictures onto the grid on this page.
2. Remind or show the pupils how to play the Tic-toe
game (see More to do page 21).
3. The pupils each choose a sign. They take turns to
point to a picture on the grid and to say a
sentence about it, e.g. I can smell an orange. If
they are correct they cover the picture with one
of their ‘X’ or ‘O’ counters. The first to
have three signs in a row, top to bottom, left to
right or diagonally is the winner.
Ⅵ. Summary: Sum up the main point.
I have a robot. It has long legs. It has big arms.
It can eat. It can swim in the swimming pool.
My robot’s cool!
1. Copybook

Unit 5 Revision
P18
I see with my eyes.
2. Write the
I can see a road.
sentences
I hear with my ears.
in partB on
I can hear a plane.
the note
I smell with my nose.

book.
56

第3课时

Unit 5 Revision(III)

Consolidate the words and the sentence patterns
in unit1-4.
Master the main language points.

The sentence patterns

Master the main language points

Tape-recorder Transparency projector

I. Sing a song.
II. Free talk.
How are you?
How old are you?
What’s the weather like today?
„
III. Look and do(Workbook)
1. Read the words and circle the correct pictures.
1) Ask the pupils to read the words on the left and
the pictures on the right.
2) Ask the pupils to circle the correct pictures.
3) Check the answers by asking some students to say
the answers.
Answers:
1 a 2 c 3c 4 b 5 c 6 b 7 b 8a 9 b 10
a
IV. Listen and put a tick or a cross in each box.
1. Ask the pupils to look at the pictures and listen
to the tape.

57

Tapescript:
1) Is there an art room? 6) I can see a robot.
It’s big!
Yes, there is. It has a big head.
2) Look at my robot. It has big shoulders.
It has long arms. It has long legs.
It has short legs. 7) What can you see?
3) I smell with my nose. I can see a plane.
I can smell flowers. I can see a lorry.
4) Is there a computer room? 8) What do you do in the
No, there isn’t. music room?
We sing and dance.
5) What do you do in the playground?
We play. We line up and sing, too.
2. Ask the pupils to put a tick or a cross in the boxes
for the pictures according to what they hear on the
tape.
3. Listen again and check the answers.
1. Write the

Unit 5 Revision
words in
What do you do in the music room?
unit1-2 on
We sing and dance.
the notebook
I smell with my nose.
2. Recite the
I can smell flowers.

words.

58

第4课时

Unit 5 Revision(IV)

Consolidate the words and the sentence patterns.
Master the main language points.

The sentence patterns

Master the main language points

Tape-recorder Transparency projector

I. Greeting
T: Good morning. S: Good morning.
T: How are you? S: Fine. Thank.
T: What’s the weather like today? S: It is„
T: Do you like it? S: Yes, I do. No I
don’t.
„
II. Sing an English song.
III. Practice
Workbook(P.25 and P.26)
1. Ask the students to listen to the tape and then
circle the words that contain the sound they hear.
2. Listen again and check the answers.
Tapescript and answers:

1 ou(playground) 2 ea(head) 3 ay(play)
4 ea(read) 5 ai(train) 6 ea(eat)
7 ou(mouth) 8 ea(ice cream)

59

Workbook (P.27 and P.28)
1. Ask the students to read the speech bubbles. They
should put a tick in the box if the words and picture
match and put a cross in the box if they do mot match.
2. Check the answers by ask some students say the
answers.
Answers:
1 2 3 4 5 6 7 8
IV. Fill in the blanks to complete the sentences.
1. We borrow books from the l______.
2. We play football on the P______.
3. We sing and dance in the m____ room.
4. We e___ and d______ in the dining hall.
5. We p____ and draw in the a____ room.
6. We read and write in the c_________.
7. We s_____ in the library.
V. Summary
1. Write the

Unit 5 Revision
words in
We borrow books from the library.
unit3-4 on the
We play football on the
note book.
playground.
2. Recite the
We read and write in the
words.
classroom.
We study in the library.

60

第5课时

Unit 5 Revision(V)

Consolidate the words and the sentence patterns.
Master the main language points.

The sentence patterns

Master the main language points

Tape-recorder Transparency projector

I. Sing an English song.
II. Free talk
A: Hello. B: Hello.
A: How do you come to school? B: And you?
A: What does your mother do? B: What about your
father?
A: Is there a music room in our school? B: Yes, there
is.
„
III. Listen and choose the sentences you hear.
( ) 1. A. Welcome home!
B. Welcome to our classroom!
C. Welcome to our school!
( ) 2. A. Is there a dining hall in your school?
B. Is there a computer room in your school?
C. Is there a computer in your classroom?
( ) 3. A. Your school is big.
B. Your swimming pool is big.
C. Your playground is big.

61

( ) 4. A. I can play. But I can’t sing.
B. I can shout. But I can’t draw.
C. I can write. But I can’t swim.
( ) 5. A. There’s a pencil on the desk.
B. There’s a cake in the box.
C. There’s a bike under the tree.
( ) 6. A. We line up and sing in the playground.
B. We draw and paint in the art room.
C. We sing and dance in the music room.
( ) 7. A. What do you do in the classroom?
B. What do you do in the dining hall?
C. What do you do in the swimming pool?
( ) 8. A. How many desks are there in the classroom?
B. How many boys are there in your class?
C. How many teachers are there in your school?
Answers: 1c 2b 3a 4c 5b 6a 7c 8c
Review the

Unit 5 Revision
words and
Welcome to our school!
sentences in
Is there a computer room in your
unit1-4.
school?
Your school is big.

第6课时

Unit 5 Revision(VI)

62

Consolidate the words and the sentence patterns.
Master the main language points.

The sentence patterns

Master the main language points

Tape-recorder Transparency projector
I. Free talk
A: Hello. B: Hello.
A: How do you come to school? B: And you?
A: What do you get up? B: What about you?
A: Are there any desks in our classroom?
B: Yes, there are.
II. Sing an English song
III. Tick the correct answers.
1. What’s in the box?
It’s big.
Here are your apples.
There are five apples.
2. Is there a robot?
Yes, there is.
No, I can’t.
No, it isn’t.
63

3. I see with my eyes,
What can you see?
What do you do with your eyes?
What’s this?
4. Can you smell cakes?
Yes, please.
No, thank you.
No, I can’t.
IV. Fill in the blanks with the correct words.
1. My brother has a big_____(deah).
2. _____ (hatws) in your box, Jenny?
3. _____ (hist) is my robot.
4. _____ (hankt) you, Miss Li.
5. I can_____(pelh) you, Koko.
6. My robot has _____ (inth) legs.
V. Sum up the main point.
Review the

Unit 5 Revision
words and
My brother has a big head.
sentences in
What’s in your box?
unit1-4.
This is my robot.
My robot has thin legs.
I can help you.

第1课时
Unit 6 My room (Ⅰ)

64

New words: shelf curtain wardrobe wall pink table
purple„
Sentence patterns: I like the „ What color isare the „?
New words: shelf curtain wardrobe wall purple pink„
Sentence patterns: I like the „ What color isare the „?

Word cards, picture, tape-recorder projector
Ⅰ. Sing a song
II. Free talk
A: How are you? B: Fine, thank you. And you? A:
Me too. What’ your mother? B: My mother is a „
A: When do you get up? B: I get up at„
III. Presentation
1. Make labels to put on furniture that you may have in the
classroom, e.g. a shelf, a wall, curtains, a table. Bring
in pictures of the items that you don’t have in your
classroom.
2. Point to a wardrobe, a shelf, a wall, curtains and a table
in the pictures or in the classroom. attach the labels to
the objects. Read the names of the items with the pupils.
3. Take the labels off again and see if the pupils can put
them back correctly.
4. Ask the pupils
How many walls are there in the classroom?
Write the word walls on the blackboard.
65

Count the walls and the other objects writing plural nouns
on the board if appropriate.
5. Show Transparency. Play the Pupil’s Book Cassette and ask
the pupils to repeat the sentences in the speech bubbles
after the beeps. Do the same with the vocabulary items.
IV. Practice
1. Point to the furniture on the page asking
What can you see?

Encourage the pupils to answer
I can see(a)„(s)„
2. Revise the colors by pointing to one object saying, e.g.
This is green.
Etc. Teach the new color words
pink
and
purple.

3. Read the children’s speech bubbles. Get the pupils to
point to the correct objects.
4. Point to other objects and get the pupils to talk about the
color and the object saying, e.g.
I like the blue shelf.

6. Copybook 20
Unit 6 My room
7. Workbook 29
New words
3. Write the new
(picture cards)
words on the
I like the pink wardrobe.
exercises book.
I like the purple curtains.

1.

It’s successful to attract pupils’ attention by presenting
all the new words in a picture. While practicing, pupils have
fun in coloring the picture and talking about theirs own
picture.
Through the influence of praising pupils’ self-discipline
directly and betimes, the classroom management become more
effective.

66

第2课时
Unit 6 My room (Ⅱ)
New words: colour they
Sentence patterns:
What color isare the „?
It’s „They’re

New words: colour they
sentence patterns
What color isare the ...?
It’s „They’re

Word cards, picture cards, tape-recorder projector
Ⅰ. Greeting
Ⅱ. Sing a song.
III. Presentation
1. Revise some of the objects in the classroom by asking the
pupils to put the labels on them, e.g. a desk, a chair,
a window, walls, the door, curtains and a table.
2. Point to a singular object with a clearly defined color.
Say Look at the „ What color is the „? It’s „ Write
on the board the question What color is the „? And the
answer It’s „ Ask How many „(s) are there? When the
pupils tell you One, circle the It in the answer.
3. Repeat the process with the walls, curtains, desks or
chairs, writing the question and answer on the board and
circling
They’re.
Show the pupils that
They’re
is short
for They are.
IV. Practice
1. Show Transparency and play the Pupil’s Book Cassette.

67

The pupils listen and follow in their books. Continue to play
the cassette and ask the pupils to repeat the words after the
beeps.
2. Point to the objects in picture 3 and ask
What color isare
the „?
3. Help the pupils to answer the questions about the objects
in picture 3 using
It’sThey’re „
4. Ask the pupils to work in pairs to role-play the conversation.
V. Play a team game.
Make two sets of labels. One set has the names of furniture
written on them and one set has colors written on them. Put the
labels for the furniture and the color labels on a desk at the
front. Members from each team take turns to choose a furniture
label and a color label. A member from the opposing team must
ask What color isare the„? using the item of furniture on the
label. The team member who chose the labels must answer.
1. Copybook 21 Unit 6 My room
2. Workbook 30
I have a pretty room.
the
What color are the walls?
sentences on the
They’re pink.
note book. they’re =they are
1.

Pupils felt shy to show their own pictures and talk about
their pictures in front of the blackboard before I praised
their works. It seems that more encouragement should be given
in class.
Pupils should be told when to use they’re it’s. And more
drills and exercise is needed.

68

第3课时
Unit 6 My room (Ⅲ)

I like the „ What colour isare „? It’s „They’re „
sentence patterns of
I like the „What colour isare „?

sentence patterns of
I like the „What colour isare „?

Picture cards, tape-recorder projector
Ⅰ. Free talk
A: What’s your favorite color? B: My favorite color is „
A: Are there any pencils in your pencil case? B: Yes, there
are.
II. Sing a song.
III. Presentation
1. Point to the character in the pictures and read their
speech bubbles aloud. Ask the pupils to point to the speech
bubbles as you read them.
2. Play the Pupil’s Book Cassette for the pupils and ask them
to say the sentences after the cassette.
3. Ask the pupils to role-play the story in groups of four
and read the characters’ speech bubbles. Some groups may
like to come out to the front and act the story.
4. You may use Storycards to revise the sequence and language
of the story.
IV. Circle the correct words. (P. 32)
Ask the pupils to read the story again. Read the words in the
speech bubbles with the pupils. Demonstrate how to do the first
one with the pupils as an example. Use Transparency to check
the answers.

69

V. Play a game.
Bring in a pack of colored pencils or crayons. Show them to
the pupils. Present them to seven pupils and encourage them to
choose one by saying, e.g. I like the green pencil. Ask each
pupil to put their pencil under a book so that it can’t be seen.
When you have given out seven pencils, ask the other pupils to
tell you who has each color by saying, e.g. ( Name )has the purple
pencil. With more able classes, this can be done using pictures
of the items of furniture from the unit in various colors.
VI. Summary
1. Copybook 22 Unit 6 My room
2. Workbook 31 I like purple.
3. Review PartC What color are the walls?
by listening to They’re pink.
the tape. The walls are pink.

70

第4课时
Unit 6 My room (Ⅳ)
The pronunciation of “ur” in the following words:
nurse, purple, curtains, turtle
pronunciation of
ur
in the words: nurse, purple, curtains
pronunciation of
ur
in the words: nurse, purple, curtains

Picture cards, word cards, tape-recorder
I. Free talk
A: How do you come to school? B: And you?
A: What do you get up? B: What about you?
A: What color are your pencils? B: They are red.
Ⅱ. Circle the correct words. (P.32)
Ask the pupils to read the story again. Read the words in the
speech bubbles with the pupils. Demonstrate how to do the first
one with the pupils as an example. Use transparency to check
the answers.
Ⅲ. Say the sound and the words. (P.32)
Play the Pupil’s Book Cassette and ask the pupils to listen
to the sound and the words. Point out the spelling of this
sound.
Say the words slowly and clearly. Check that the pupils are
saying the sounds correctly.
Point to the pictures and check that the pupils can say the
words without your model.

71

Play the Pupil’s Book cassette again. Ask the pupils to
listen to the sentence and point to the curtains and the
nurse. Get the pupils to say the sentence. Then ask the
pupils to color the turtles.
Ⅳ.Workbook (P.32)
Ask the pupils to look at the top of the page and listen to
the Workbook cassette. They need to draw lines to the
correct robots according to the sound they hear on the
cassette.

Tapescript and answer:
Ur ( curtains, turtle )
2. Ask the pupils to look at the bottom of the page. Tell them
to look at the pictures and fill in the blanks in the
sentences.
Answers:
What color is the wardrobe? It’s pink.
What color are the curtains? They’re purple.
1. Copybook 23 Unit 6 My room
ok 32 nurse purple
and write ur
the words. curtains turtle
The nurse has purple turtles on her
curtains.

第5课时
Unit 6 My room (Ⅴ)

72

Get Ss to be more familiar with the words and the sentence
patterns “ I like the „” “What color isare the „”
“ It’s „”
the words and the sentence patterns:
What color isare the

the words and the sentence patterns:
What color isare the

word cards, pictures and tape-recorder
I. Free talk
A: How do you come to school? B: And you?
A: What do you get up? B: What about you?
A: What color are your pencils? B: They are red.
Ⅱ. Word revision
1. Review the words: shelf purple curtain wardrobe wall
pink table color they
2. Choose some students to spell the words, and choose some
able students, make sentences with words.
Ⅲ. Presentation ( Look and do. P. 33 )
1. Revise the colors the pupils know by showing them colored
pencils and asking them
what color is the pencil?
Show the
pupils the picture of a room on page 64. tell the pupils
to color the objects and the walls and then cut out the
picture.
2. tell the pupils to write the colors they have used to
complete the notes on page 33.
73

3.
tell the pupils to work in groups. Tell them to choose a
group leader and to give their pictures to him or her. The
group leader puts the pictures face down on the desk in
front of them and picks up one picture. The group leader
does not show the picture to anyone else. The other group
members take turns to ask about the color of an object in
the picture. The group leader answers color the objects
in their room, they ask for their picture by saying
That’s
my room.
Ⅵ. More to do.
1. The pupils show their picture to their friend and talk about
the colors of the objects in it.
2. The pupils draw a picture of their own room at home. They
show a friend the picture and talk about the objects in it.
The more able pupils can write about their rooms.
VII. Summary
3. Workbook 33 Unit 6 My room
4. Recite the
The wardrobe is pink.
words in the
The walls are purple.
unit.
The bed is pink.
The curtains are red.
The table is green.

Drawing and colouring their own rooms makes the students become
very active in class. But they are still not good at describing.
Difficulties: are is

第6课时
Unit 6 My room (Ⅵ)

74

Consolidate all the new words and sentence patterns of
Unit 6
Sing the songs

New words and sentence patterns
Sentence patterns
Word cards, picture cards, tape-recorder projector
Ⅰ. Sing a song
II. Free talk
A: What can you see?
B: I can see a table.
A: What color is the table?
B: It’s yellow. „
III. Revision
6. Review the new words
shelf purple curtain wardrobe wall pink
table color they
2. Review sentence patterns.
I like the pink wardrobe.
I like the purple curtains.
What color is the table?
It’s yellow.
What color of the walls?
They are purple.
75

IV. Listen, write, color and sing. (P.34)
Play the Pupil’s Book Cassette for the pupils to listen to
the song. The pupils listen again to find out and write in the
colors of the objects and walls in the room. They color the
picture of the room on the page. Play the cassette again and
encourage the pupils to join in with the words.
Ⅴ. Fill in the blanks with the correct words.
1. –What ____(curtaincolor) is your desk?
–It’s yellow.
2. –There’s a ____(shelfsheep) on the wall.
–Yes, it’s blue.
3. –I have a ____( turtle purple) dress.
–You look nice in the dress.
4. –What about you, Helen?
–I ____(look like) this room.
VI. Sum up the main point.
Review the words Unit 6 My room
and the sentence
What color is your desk?
patterns
There’s a shelf on the wall.
in the unit.
I have a purple dress.
I like this room.

第1课时
Unit 7 My neighbours (Ⅰ)

76

New words: neighbors policeman, nurse, shop, Assistant
policewoman, Mr, Mrs, Miss
Sentence patterns: MrMrsMiss„is a „
HeShe is„
new words: neighbors policeman, nurse, shop, Assistant
sentence patterns: MrMrsMiss„is a „ HeShe is„

word cards, picture, tape- recorder, projector
Ⅰ. Free talk
What’s the weather like today?
What does your mother father do?
Ⅱ. Presentation
Bring in pictures of people doing the jobs named in the unit.
Draw houses side-by-side or a block of flats on the board.
Draw people in the windows. Tell the pupils you are one
of the people in the picture. Point to and label yourself.
Point to the other people, saying He’sShe’s my
neighbour.
Show a picture of someone doing a job and say He’sShe’s
a „
Stick the picture in one of the flatshouses. Write the name
of the job under the picture on the board. Say He’sShe’s
my neighbour. He’sShe’s a „ Repeat the process with
the other jobs.
Rub the writing off the board and see if the pupils can tell
you what the people do, e.g. He’s a doctor.
Show Transparency and play the Pupil’s Book Cassette. Ask
the pupils to repeat the sentences in the speech bubble
after the beeps. Do the same with the vocabulary items.

77

Ⅲ. Practice
1. Show Transparency. Point to the people on the page, saying
He’sShe’s a neighbour.
2. Read the speech bubble. Get the pupils to point to the correct
people.
3. Make sentences using the names of the people stating what
job they do, for example, This is Mr Wang. He’s a „ Get the
pupils to point to the correct people.
4. Tell the pupils to make sentences like those in the speech
bubble about the other people on the page.
ok P24 Unit 7 My neighbours
ok P34
Mrs Li is a nurse.
Part A
She’s our neighbour.
Mr Wang is a policeman.
He’s our neighbours, too.

Difficulties: he she shop assistant neighbour

第2课时

Unit 7 My neighbors (Ⅱ)

78

New words: shop assistant, new , don’t=do not
Sentence patterns: Who’s thisthat? Is heshe
a „?

new words: shop assistant, new , don’t=do not

sentence patterns: Who’s thisthat? Is heshe
a „?

word cards, picture cards, tape-recorder,
projector
Ⅰ.Free talk
What does your fathermother do? „
Ⅱ.Sing a song.
Ⅲ. Presentation
1. Ask one pupil to go outside the room and to knock
on the door. Close the door. When the pupil
knocks, ask the class Who’s that? Prompt the
class to answer That’s (name).
2. Repeat the process with several other pupils.
Then ask a pupil to stand up. Say (name) is a
student. Ask the pupil to go out. When the pupil
knocks ask Who’s that? When the pupils answer
That’s (name), ask Is heshe a student? Prompt
the pupils to answer using Yes, heshe is. Write
the sentence on the board.
3. Repeat the process with a photo of another that
the pupils know. Ask Is heshe a student?
Introduce No, heshe isn’t. Write the sentence
on the board.
79

4. Repeat this asking some correct and some wrong
questions.
IV. Practice
1. Show Transparency and play the tape. The pupils
listen and follow in their books. Continue to play
the cassette and ask the pupils to repeat the words
after the beeps.
2 .Pint to the people in the pictures and ask Who’s
that?
3. Help the pupils to complete the sentences about the
people in picture 3. Make sure to point out the
picture and word cues in Mike’s and Jane’s thought
bubbles. The ticks in Jane’s thought bubbles
indicate that the picture cues in Mike’s
corresponding thought bubbles are correct , i.e. Mr
Li is a postman and Mrs Chen is a shop assistant.
4. Ss in pairs role-play the conversation between Mike
and Jane. Ask the pupils to work in pairs to point
ask and answer questions about Miss Fu, Mr Li and Mrs
Chen.

ok P25

Unit 7 My neighbors
about
Who’s that?
your
That’s MrMrsMiss Li.
neighbors
Is heshe a doctor?
with your
Yes, heshe is.

classmates.
80

第3课时

Unit 7 My neighbors (Ⅲ)
Go on with the sentence patterns:
Who’s thisthat? He’sShe’s „
Is heshe a „? Yes, heshe is. No, heshe
isn’t.
sentence patterns of “ Who’s
“He’sShe’s „”
sentence patterns of “ Who’s
“He’sShe’s „”
picture cards, tape-recorder,
projector
”
”
projector,
81

thisthat?
thisthat?

Ⅰ. Free talk
What’s the weather like?
Who’s that? That’s „
Ⅱ. Presentation
1. Point to the characters in the pictures and read
their speech bubbles aloud. Ask the pupils to
point to the speech bubbles as you read them.
2. Play the Pupil’s Book Cassette for the pupils and
ask them to say the sentences after the cassette.
3. Ask the pupils to come up and play the roles of
Jane, her mother, Mike, the children in the
playground and the nurse.
4. Ask the pupils to role-play the story in groups
of six and read the characters’ speech bubbles.
Some groups may like to come out to the front and
act the story.
5. Use Storycards to revise the sequence and
language of the story.
82

Ⅲ. Write the correct answers. (P. 38)
1. Ask the pupils to read the story again.
2. I read the questions in Jane’s speech bubble with
the pupils. Demonstrate how to write Mike’s
first answer with the pupils as an example.
3. Check answers using Transparency.
Ⅳ. Workbook (P.36)
1. Ask the pupils to look at the pictures and listen
to the Workbook Cassette.
2. Tell the pupils to number the pictures according
to the sequence of the language they hear on the
cassette.
Tapescript:
That’s my uncle. Is he a postman? Yes, he is. „
Answers:
a: 4 b: 5 c: 2 d: 3 e: 1
Ⅴ. Summary

ok P26

Unit 7 My neighbors
ok P36
Who’s that?

That’s my aunt.
PartC.
Is she a shop assistant?
Yes, she is.

第4课时

83

Unit 7 My neighbors (Ⅳ)
The pronunciation of “or” in the following
words: horse, sea shore, snort, snore

pronunciation
or
in the words: horse, shore,
snort, snore

pronunciation
or
in the words: horse, shore,
snort, snore

tape-recorder, projector
Ⅰ. Free talk
Hello, do you like to be a nurse?
What’s your mother?
What about your father?
Ⅱ. Say the sound and the words. ( P.38 )
1. Play the Pupil’s Book Cassette and ask the pupils
to listen to the sound and the words. Point out
the spelling of this sound.
2. Say the words slowly and clearly. Check that the
pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils
can say the words without your model.
4. Play the Pupil’s Book Cassette again. Ask the
pupils to listen to the rhyme and point to the
horses. Then ask the pupils to circle the four
short horses. Get the pupils to say the rhyme.
Ⅲ. More to do: Play a guessing game.
84

1. Make separate name and job labels. Give one of
each of these randomly to several and ask them to
come to the front of the room.
2.
Ask the pupils at the front to show their labels.
Ask the rest of the class to make sentences about
them, e.g.
That’s Mr Wang. He’s a shop
assistant.
3. Then divide the rest of the class into two teams
and ask them to close their eyes. Send one of the
pupils with labels out of the classroom briefly,
and tell them to knock on the door. Ask the pupils
Who’s that?
The pupils get a point for their team
if they can answer correctly That’s
MrMrsMiss „ Then ask Is heshe a „? The pupils
answer Yes, heshe is or No, heshe’s a „
Ⅳ. Summary: Sum up the main point.
Who’s that? HeShe is„
What’s heshe? HeShe is a „
ok P27

Unit 7 My neighbors
ok P37
horse shore
PartD
or
and PartE.
snort snore
Four short horses On the sea
shore
Four short horses Snort and
snore

85

第5课时

Unit 7 My neighbors (Ⅴ)

Get Ss to be more familiar with the words and the
sentence patterns:
Who’s that? That’s „ Is
heshe „

words and the
That’s „

words and the
That’s „

word cards,
projector
patterns
Who’s that?
patterns
Who’s that?
pictures and tape-recorder,
86

sentence

sentence

Ⅰ. Sing a song.
Ⅱ. Free talk
What’s the weather like today?
What’s your father? What about your mother?
Ⅲ.Word revision
1. Ask students to say and spell the words by showing
some pictures.
2. Choose some able students, make sentences with
words.
IV. Presentation ( F. Look and do. P.39)
1. Before this lesson, tell the pupils to ask their
parents what jobs their neighbours do.
2. Ask the pupils to look at the small pictures at
the top of the page. Review the names of each of
the jobs. Ask them to draw a neighbor who has one
of these jobs in the frame on the page.
3. Tell the pupils to complete the sentences about
the neighbour they have drawn.
87

4. In pairs they take turns to show their partner their
neighbour and to read their completed sentences at
the bottom of the page.
5. Tell the pupils to stand up and show the picture of
their neighbour. Ask them
Who’s that?
The pupils
should answer
This is my neighbour MrMrsMiss „
He’sShe’s „
V. More to do
1. Ss make a bar chart to show the different types of
jobs their neighbors have and decorate them with a
drawing of someone doing that job.
2. Ss cut up large pictures of people doing the jobs
named in the unit to make simple jigsaw puzzles. They
get into groups of two or three and mix together the
pieces for two or three pictures and put them in a
pile. In turn, they each take a piece from the pile
and guess what it is by saying , for example, he’s
a policeman.
1. Write PartC

Unit 7 My neighbors
on the
Who’s that?
exercises
That’s my neighbor
MrMrsMiss...

book.
He’sShe’s
ok P40
88

第6课时

Unit 7 My neighbors (Ⅵ)

Consolidate all the new words and sentence
patterns of Unit 7
Sing the songs

new words and sentence patterns

sentence patterns

word cards, picture cards, tape-recorder,
projector

I. Sing a song.
Ⅱ.Free talk
A: Who’s that?
B: HeShe’s my neighbor.
A: Is heshe a student?
B: Yes, heshe is.
on
7. Revision the new words by having a dictation.
2. Review sentence patterns.
Mrs Li is a nurse. She’s our neighbour.
Mr wang is a policeman. He’s our neighbour, too.
Who’s that? That’s Mr wang.
Is she a shop assistant?
No, she isn’t. She’s a nurse.
IV. Sing and play
Ask the pupils to tell you about the jobs of the
people in each of the different pictures.

89

Play the Pupil’s Book Cassette for the pupils to
listen to the chant.
Play the cassette again and tell the pupils to number
the pictures for each of the verses.
Play the cassette again and encourage the pupils to
join in with the words.
V. Play
Shark
with names of the jobs .
On the board, put a blank for each letter in the word.
Then draw 12-15 steps in a staircase in dotted lines.
Draw a shark at the bottom of the stairs. Divide the
class into two teams. The teams take turns to tell you
a letter. If that letter appears in the word, write in
the correct place(s) in the word. If the letter does
not appear in the word, draw one of the steps in the
staircase. The teams may guess the word at any time
after a letter has been guessed correctly. The game
ends when the steps to the shark have all been filled
in.
1. Review the

Unit 7 My neighbors
words and
A: Who’s that?
sentence
B: That’s my neighbor.
patterns.
A: Is he a policeman?
2. Prepare
B: Yes, he is. He’s Mr Chen.
Unit 8
90

第1课时

Unit 8 On the farm (Ⅰ)

New words: farm, duck, sheep, horse, chicken,
cow, pig „
Sentence patterns: There’sThere are
(number)(animal)

new words: farm, duck, sheep, horse, chicken,
cow,„

sentence patterns: There’sThere are
(number)(animals)

word cards, picture, tape-recorder

Ⅰ. Sing a song
Ⅱ. Free talk
What’s the weather like?
It’s „
Do you like it?
Yes, I , I don’t.
III. Presentation
1. Bring in toy versions or pictures of the animals
to be taught in the unit. Try to have more than
one of some of the animals.
2. Introduce the animals using the toys or pictures
saying
Look. There’sThere are „
Write the
names of the animals on the board.
3. Pick up or point to the animals one by one and see
if the pupils can tell you the name.
4. Ask the pupils to count the animals live on a farm.
5. Tell the pupils that animals live on a farm.

91

6. Show Transparency. Play the Pupil’s Book
Cassette and point to the corresponding speech
bubble when the characters speak. Continue to
play the cassette and ask the pupils to repeat
after the beeps. Do the same with the vocabulary
items.
Ⅳ. Practice
Show Transparency. Read the characters’ speech
bubbles. Get the pupils to point to the correct
animals.
Point to the animals on the page. Prompt the pupils
to say There’sThere are „ as you point.
Ⅴ. More to do
Put one of each toy animal in an opaque bag. Ask a
pupil to come out and feel a toy inside the bag. Ask
them
What’s in the bag?
Help them to reply
There’s
a „

VI. Summary:
The new words and sentence patterns.
1. Copybook

Unit 8 On the farm
P28
New words
2. Workbook (picture cards)
P34
Welcome to our farm.
There are twelve ducks.
There’s one sheep.

92

第2课时

Unit 8 On the farm (Ⅱ)

New words: duck, sheep, favourite, animal „
Sentence patterns: What’s your favourite
animal?
I like „

new words: duck, sheep, favourite, animal „

sentence patterns:
What’s your favourite
animal? I like „

word cards, picture, tape-recorder

Ⅰ. Free talk
Ⅱ. Sing a song
III. Presentation
1. Display the toy animals or pictures. Pick up one
animal. Revise the structure
I have a „
by making
a sentence about what you are holding, e.g.
I have
a pig.
Now pretend to consider a different animal
to choose. Pick one up and say, e.g.
I want a cow.

Holding both, say
I like cows. I like pigs.
Choose
between the two, putting the cow saying
I like
pigs.

Pigs are my favourite animal
on the board.
2. Ask a pupil to come out to the front to look at
the animals. Ask himher
What’s your favorite
animal?
Encourage the answer
I like „s.
Repeat
with a few more pupils.
Ⅲ. Practice
1. Show Transparency and play the pupil’s Book
Cassette.

93

The pupils listen and follow in their books. Continue
to play the cassette and ask the pupils to repeat the
words after the beeps.
the speech bubbles with the pupils. Point out
the animals in the children’s thought bubbles and
help the pupils to complete their sentences.
the pupils to work in groups of four to complete
the conversation at the bottom of the page. The pupils
answer with their own preferences.
Ⅳ. More to do
Play a miming game. Tell the pupils you want them to
mime an animal for the others to guess. Ask for
volunteers or designate pupils to come out to the front
of the classroom one at a time to mime. The others can
guess in teams or individually.
V. Summary
ok

Unit 8 On the farm
P29
What’s your favourite
ok
animal?
P35
I like ducks.
I like sheep.
I like horses.

第3课时

Unit 8 On the farm (III)

94

new words: stop about animals„
sentence patterns: What’s your favourite
animal?
I like „s.
What about you?
new words: stop about animals„
sentence patterns: I like „s. What about you?
picture cards tape-recorder projector
I. Sing a song.
II. Free talk
A: What’s your favourite fruit?
B: I like „s.
A: What’s your favourite colour?
B:I like pinkpurple...
A: What’s your favourite animal?
B:I like „s.
III. Presentation.
Point to the characters in the pictures and read their
speech bubbles aloud. Ask the pupils to point to
the speech bubbles as I read them.
Play the Pupils Book Cassette for the pupils and ask
them to say the sentences after the cassette.
Ask the pupils to come up and play the roles of Pat,
Tim and the other boys.
Ask the pupils to role-play the story in groups of four
and
95

read the characters’ speech bubbles.
Use Storycards to revise the sequence and language of
the story.
IV. Write the correct words.
1. Ask the pupils to read the story again. I read the
words in the speech bubbles with the pupils.
2. Demonstrate how to unscramble the letters in the
first one to make the name of an animal.
3. Use Transparency to check the answers.
V. Workbook(P.41)
1. Ask the pupils to look at the pictures and listen
to the tape.
2. Tell the pupils to write the correct number for each
animal according to what they hear on the cassette.
3. Then ask them to tick the correct farm.
4. Check their answers.
VI. Summary
Copybook P30 Unit 8 On the farm
Workbook P36
What’s your favourite
animal?
I like ducks.
What about you?
I like this horse.

第5课时

Unit 8 On the farm (Ⅳ)

96

The pronunciation of “a” in the following
words:
farm far arm car

pronunciation
a
in the words: farm far arm car „

pronunciation
a
in the words: farm far arm car „

tape-recorder, projector
Ⅰ. Free talk
Hello, do you like ducks?
What’s your favourite animals?
What about your father?
Ⅱ. Say the sound and the words. ( P.44 )
5. Play the Pupil’s Book Cassette and ask the pupils
to listen to the sound and the words. Point out
the spelling of this sound.
6. Say the words slowly and clearly. Check that the
pupils are saying the sound correctly.
7. Point to the pictures and check that the pupils
can say the words without your model.
8. Play the Pupil’s Book Cassette again. Ask the
pupils to listen to the rhyme and point to the
children in the small pictures. Revise traveling,
by different forms of transport by asking
How do
they come to the farm?
Encourage the pupils to
answer using
They come by carbus. They walk.

97

Tell the pupils there two correct pictures. Get the
pupils to say the rhyme.
III. Workbook (P.42)
1. Ask the pupils to look at the top of the page and
listen to the Wordbook Cassette. They need to draw
lines to the correct butterflies to the sound they
hear on the cassette.

Tapescript and answers:
ar (arm card)
2. Ask the pupils to look at the bottom of the page.
Tell them to look at the pictures and fill in the
blanks in the sentences.
Answers:
What’s your favourite animal?
I like horses.
What’s your favourite animal?
I like ducks.
IV. Summary
Copybook P31

Unit 8 On the farm
Workbook P37 farm far
a
arm car

Come to our farm.

Walk arm in arm.

98

第5课时

Unit 8 On the farm(Ⅴ)

Get Ss to be more familiar with the words and the
sentence patterns:
What’s your favourite
animal?
I like„s.

words and the sentence patterns
What’s your
favourite„?

words and the sentence patterns
What’s your
favourite„?

word cards, pictures and tape-recorder,
projector

I. Word revision
1. Review the new words by showing picture cards.
2. Ask some students to make some sentences with the
words.
II. Play a guessing game.
Ask some students to come to the front to make some
actions for their favourite animals. And the others
guess
What’s hisher favourite animal.
III. Look and do.(P. 45)
1. Tell the pupils to draw or stick a picture of their
favourite farm animal in the frame at the top of
the page.
2. Tell the pupils to work in group of six or eight.
Each group should have a group leader.
3. Tell the group leader to find out the favourite
animals of the members of the group by asking them
one by one,
What’s your favourite animal
? The
other pupils reply
I like..

99

4. The members of the group colour one box in the bar
chart each time a pupil says that it is their
favourite animal.
IV. More to do.
Draw a bar chart on the board similar to the one in
the book. It should be larger and have more rows.
Ask the group leaders, e.g.
How many horses?
Get
the group leaders to come up one by one and colour
in the bars on the board to display the results of
their group’s survey. When they all finish, the
chart will show the results for the whole class.
Revise numbers by counting the boxes for each
animal.
The pupils draw and label a picture of animals on a
farm. Display the pictures in the classroom.
V. Summary
What’s your favourite animal?
How many (animals)?
1. Workbook

Unit 8 On the farm
P38
What’s your favourite
2. Write the
animal?
new words on
I like ducks.
the note
What about you?
book.
I like this horse.
How many horses?
100

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你走后，情书写给山鬼，我也不再计较灵魂。

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