海口一中-中国生物制品检定所

北师大版小学英语一年级下册全册教案
Unit 7 Animals
Lesson 1
Teaching aims:
Vocabulary: rabbit bird numbers one through ten dog cat
fish
Structures (New)
Receptive: What is it?
Productive: It’s a dog.
Structures (Review)
Receptive: How many…?
Teaching preparation：
Prepare the posters and flashcards for this lesson.
Teaching steps：
Step1：review the numbers one through ten.
Call out numbers from one trough ten randomly. Have children listen and
hold up the correct number of fingers.
Step2：Preview
Review the words dog, cat and fish with the flashcards.
Hold up the flashcard for rabbit. Present the word rabbit. Model the word
at least twice, and then have the children repeat after you in a choral drill.
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Point to the picture and elicit the word from individual children.
Repeat the step above to present the new vocabulary: bird.
Review the five words by repeating the step above.
Step3：Presentation of new language
Have children open their books and look at the picture. Using Chinese,
discuss the picture. Ask children where the characters are, what they are
doing, how they feel, what Ann has bought, and so on.
Ask, “What colors can you see ?” Hold up your copy of the book and
point to different animals, eliciting the colors.
Now point to the dogs and ask, “How many dogs are there?” Elicit,
“Three.”
Repeat the step above for bird, cat, rabbit, and fish.
Step4：Talk about the story
Have the children look at the pictures as you play the tape.
Play the tape again and have the children repeat the words.
Step 5：Touch and say
Have children open their books and direct their attention to the pictures
and words along the foot of the page.
Play the tape, and have them point to each picture as they hear the
matching word.
Replay the tape while displaying your copy of the page.
Without the tape, read the words together.
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板书设计：
Lesson 1
What is it?
It’s a dog.
How many…?
课后小结：由于是新授课，学生对单词的掌握情况不太熟练，下节课
要多练习。
Lesson 2
Teaching aims：
Structures(Review)
What is it? It’s a dog.
Vocabulary: dog cat rabbit fish bird
Teaching preparation：
The flashcards for this Unit.
Teaching steps：
Step 1：Preview
Review the flashcards for this Unit.
Collect together pictures of fish, dogs, cats, rabbits, and birds.
Cover one of the pictures with a piece of card so that when you hold it up,
the children cannot see what it is.
Have the children guess what animal it is. Elicit “It’s a fish.”
Repeat the steps for dog, cat, rabbit, and bird.
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Step 2：Trace and match
Have the children look at the pictures to be traced at page 4.
Have the children trace the animals and say the sentences for each one.
Now have children read the sentences on the page. Direct them to join the
words to the matching pictures with a pencil.
Step 3：Sing the song
Read the words and have children listen and follow the words silently.
Play the tape without stopping. Have children listen and point to each
number and animal as it mentioned.
Play the song again and have children join in with the words. As they
chant they should point to the illustrations.
Divide the class into five groups. Assign each group two consecutive
numbers. Each group sings a verse and the class mimes or does an
imitation of the animals mentioned.
Step 4：Set homework
Ask the children to remember the words.
课后小结：学生对数字掌握的比较熟练，但个别学生对句子掌握的不
是太好，下 课后需多加辅导。
Lesson 3
Teaching aims:
Review: What is it? It’s a dog.
Teaching preparation:
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Flashcards for cat, dog, rabbit, fish, and bird.
Pencils or crayons.
Teaching steps：
Step 1：Listen and practice
Have the children open their books at page their attention to the
photograph of the mouse. Point to the picture on the page and say, “This
is mouse.”
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph as they
listen.
Play the tape one more time and have children listen and repeat the word,
mouse.
Repeat the procedure above for the words monkey, net and nest.
Step2：Say the rhyme
Tell the children that they are going to learn a thyme about animals.
Play the tape, the teacher acts out the thyme while listening to it. Try to
make children understand the meaning of the thyme.
Play the tape for third time, have the children listen to the tape and
encourage them to say one or two words with the tape.
Play the tape again and again and have the children act or clap their hands
with the rhyme, have them shout out words or phrases.
Have the children act out with the teacher while trying to say the rhyme.
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Step 3：Match and draw
Hold up your copy of the book, point to each drawing and elicit the name
of the animal.
Draw children’s attention to the seven pictures of pet animal habitats.
Explain that they are going to decide which animal lives where.
Now have the children copy the line drawing of each animal into the
correct place.
Step 4：Homework
Ask each child to make a mask of their favorite animal.
课后小结：这节课作练习效果比较好，学生掌握单词的熟练程度好多
了。
Lesson 4
Teaching aims:
Structures(Review)
What is it? It’s a dog.
Vocabulary: dog cat rabbit fish bird mouse monkey
Teaching step:
Step 1: Warm-up
Review he rhyme from the previous lesson. Have children say the rhyme
in a class chorus. Then say it in teams or chose individual student to say
the rhyme.
Encourage students singing animal songs or saying animal rhyme while
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imitating the animal.
Step 2 Review with poster
Using Chinese, ask them to describe the picture. Ask where the characters
are, what they are doing and how the children think the characters feel.
Say, “Point to a dog.” and have the children point to a dog. Repeat this for
bird, cat, fish, and rabbit.
Practice asking yesno questions. Point to the rabbit and ask, “Is it a
dog?” Elicit, “No” or “No, it is a rabbit.”
Step 3: Match and color
Say, “Open your books.” Have the children look at the picture.
Say “Find a dog.” Have children point to a dog in the picture.
Repeat the step above for fish, cat, rabbit, bird, mouse and monkey.
Draw children’s attention to the text at the top of the page. Have them
read each sentence silently.
Explain that they are going to match each sentence with one of the
animals.
Set enough time for children to do the matching activity. Then have them
color each animal according to the sentences.
Step 4: Find and color
Have the children open their books and look at the picture.
Explain that in the picture there are some animals. Give children a few
minutes to look for the animals.
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When all the children have found the animals, they can color them and
share their pictures with class.
Step 5: Set homework
Review the words
课后小结：在做练习之前先 对单词进行复习，学生熟练掌握之后，再
做单词连线，学生掌握的比较好。
Unit 8 Shapes
Lesson 1
Teaching aims:
Structures(New)
Receptive: What shape is it?
Productive: It’s a square.
Structures(Review)
Receptive: What is it?
Productive: It’s a dog.
Vocabulary(New):square circle triangle star heart rectangle
Vocabulary(Review): dog cat rabbit fish bird mouse
monkey net nest
Teaching preparation:
Prepare student cards, poster for this Unit, scissors,
crayons, and pencils.
Teaching Steps:
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Step 1: Review
Review the words. Ask, “What is it ?” and have children respond, “It’s a
dog.”
Repeat for all the words of animals.
Step 2: Preview
Use the flashcards to present the new vocabulary.
Hold up the flashcard for square and have children look at it. Point to the
square and say, “It’s a square.” Present the word, square. Model the word
at least twice. Now have children repeat after you in a choral drill. Then
point to the shape and elicit the word from individual children.
Repeat the step above and present the new vocabulary: circle, triangle,
rectangle, star, and heart.
Review the six new words by holding up different shapes and eliciting the
word from the children in a choral drill, and then from individuals.
Step 3: Model the dialog
Pin up the Poster for this Unit where all the children can see it. Allow a
few minutes for the children to look at it.
Using the cookies on the poster to present the other new structures: It’s a
square, It’s a circle, It’s a triangle.
Step 4: Talk about the story
Have the children open their books at pages 10. Have the class look at the
picture as you play the tape.
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Play the tape again and have the children repeat the words.
Step 5: Story
Play the tape and have the children look at the pictures as they listen.
Play the tape again, pausing at each picture. Have the children repeat the
words each time.
Step 5: Set homework
Ask the children to remember the words and practice the sentences.
课后小结：本课的单词为形状类，而且发音较难，可以指出新单词中
发音与原来所学单词相同，学生接 受的会更快一些，例如：circle中
的ir与bird中的ir发音相同。
Lesson 2
Teaching aims:
Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
Vocabulary: square circle triangle star heart rectangle
Teaching preparation:
Flashcards for this Unit.
The puppet of Uncle Booky.
Pencils and crayons for coloring.
Teaching steps:
Step 1: Review
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Have the children take out the set of shapes that they made in the
previous lesson. Say, “Star” and have children stand up and hold up their
star shape.
Repeat the step above for square, circle, triangle, rectangle, and heart.
Let children call out shape names and have the class listen and trace the
shape in the air.
Step 2: Preview
Place your set of flashcards in a box, a hat, or inside a book so that the
children cannot see.
Very slowly remove one of the shapes from the box. Children watch and
try to guess what the shape is. Have them call out, “It’s a square.”
Continue until you have revealed all the shapes.
Step 3: Look and draw
Student Activity Book page 12
Have the children look at the shapes to be traced.
Give the children a few minutes to look the picture carefully, and find the
shapes.
Do the first line with the children and give children enough time to finish
all the blanks.
Check the answers by having children hold up their books and show their
pictures to the rest of the class.
Step 4: Sing the song
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Explain to the children that they are going to learn a sng about shapes.
Say the names of the shapes and have children point to each one.
Read the words and have children listen and follow th e words silently.
Now play the tape without stopping. Have children listen and point to
each shape as it is mentioned.
Play the song angina. Have children join in with the words. As they sing,
they should point to the shapes.
Set homework
Sing the new song to their families.
课后小结：兴趣是最好的老师，在游戏中教学往往得到很好的效果，
本节 课的歌曲引导学生在韵律和节奏中记忆掌握单词，学生掌握情况
好多了。
Lesson 3
Teaching aims:
Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
Vocabulary: square circle triangle star heart rectangle
Teaching preparation:
Flashcards for this Unit.
Children’s sets of shapes.
Pencils and crayons for coloring.
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Teaching steps:
Step 1: Review
Review the flashcards for shapes that the children have already known.
Step 2: Listen and practice
Direct children to open their books and draw their attention to the
photograph of he orange. Point to the picture and say, “This is an orange.”
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph as they
listen.
Play the tape on more time and have children listen and repeat he word,
orange.
Repeat the procedure above for other words, octopus, and pen.
Review the word pencil with the flashcard.
Step 3: Say the rhyme
Tell the children that they are going to learn a rhyme.
Play the tape , the teacher acts out the rhyme while listening to it. Try to
make children understand the meaning of the rhyme.
Play the tape again, and encourage the children to clap their hands or act
out while listening.
Encourage children to say one or two words with the tape.
Have the children act out with the teacher while trying to say the rhyme.
Step 4: Trace and match
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Have children look at the shapes to be traced at page 15.
Direct the children to trace each shape carefully and produce the word for
each one.
Now have them read the vocabulary words on the page. Explain that they
are going to match each word with one of the shapes.
Have children join the words to the shapes with a pencil.
Step 5: Set homework
Ask the children to say the rhyme to their families.
课后小结：歌谣提高了学生的兴趣，大部分学生听说练习都达到了熟
练的 程度，个别学生需要辅导。
Lesson 4
Teaching aims:
Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
Vocabulary: square circle triangle star heart
rectangle orange octopus ostrich pig peacock
Teaching preparation:
poster for this Unit
Pencils and crayons for coloring
Teaching steps:
Step 1: Warm-up
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Review the rhyme from the previous lesson. Have children say the rhyme
in a class chorus, then in teams or chose individual student to say it.
Review the words belong to shapes.
Step 2: Review with poster
Give the children an opportunity to produce anything they can about the
illustration.
Point to different objects and ask, “What color?” Elicit, red, brown, green
and so on.
Point to different objects and ask, “How many?” Elicit, one, two, and so
on.
Say, “Show me a circle.” Have children point to a circle.
Repeat the step above for square, triangle, star, and heart.
Step 3: Read and color
Direct their attention to the instructions in the top left-hand corner of the
page 16.
Read the instructions together and check that all the children understand
what they are going to do.
Have children find the shapes within the body of the robot and color
according to he instructions.
Check the answers by having children hold up their books and show their
colored pictures to the rest of the class.
Step 4: Find and color
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Explain that children are going to look for the shapes within the picture
and say the name of each one.
Ask the children to color the shapes and check the answers.
Step 5: Set homework
Ask the children to review the words and sentences of this unit.
课后小结：通过复习和练习，大部分学生已经掌握了本单元的单词和
指令，课本练 习中的涂色练习很好的检查了学生掌握单词的情况，根
据教学反馈及时调整教学进度和教学方式。
Unit 9 Food and drink
Lesson 1
Teaching aims:
Structures(New)
Productive: I like hamburgers.
Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
Vocabulary: hamburgers French fries pizza chicken juice
milk ice cream rice noodles
Teaching preparation:
Flashcards for Unit 8.
The poster for this unit
Scissors, pencils, and crayons for coloring
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Teaching steps:
Step 1: Review
Review the words of shapes.
Step 2: Preview
Use the flashcards of food and drink items to present the new vocabulary.
Hold up the flashcard for milk. Say, “It’s milk.” Present the word milk.
Model the word at least twice. Now have children repeat after you in a
choral drill, then elicit the word from individuals.
Repeat the step above and present the following new vocabulary:
hamburgers ,French fries, pizza, chicken, juice, milk, ice cream, rice
and noodles.
Review the nine new words by holding up the flashcards and eliciting the
words from the children in a choral drill, then from individuals.
Step 3: Presentation of new language
Pin up the poster for this unit where all the children can see it. Allow a
few moments for the children to look at it.
Teach the concept of “like.” Point to the hamburgers on the poster and
convey the idea to the children that you like them. Present the structure, I
like hamburgers. Model the structure at least twice. Now have children
repeat after you in a choral drill, then elicit the structure from individuals.
Repeat the step above ad, using the food and drink illustrations in the
poster, present the other new structures：I like French fries, I like pizza, I
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like chicken, I like juice, I like milk and so on.
Step 4: Story
Have the children open their books to pages 18. Have the children look at
the picture as you play the tape.
Play the tape again and have the children repeat the words.
Step 5: Touch and say
Have children open their books and direct their attention to the
illustrations and words that appear around the border.
Play the tape, and have them point to each picture as they hear the
matching word.
Replay the tape while displaying your copy of the page.
Touch the photograph of pizza, say, “I like pizza.” Repeat this procedure
for other photographs.
Have children word in pairs. One child points to pictures of food and
drink items that he or she likes and produces the structure. The other child
looks and listens. Explain to the children that they only point and talk
about the pictures of the food and drinks that they like.
Step 6: Set homework
Ask the children to remember the words of food.
课后小结：用 情景来引入课文，发现学生的兴趣很高，而且学习效率
也提高了很多，以后要多多采用。
Lesson 2
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Teaching aims:
Structures(Review)
Productive: I like hamburgers.
Vocabulary: hamburgers French fries pizza chicken juice
milk ice cream rice noodles
Teaching preparation:
Flashcards for this Unit.
Pencils or crayons
Children’s sets of food and drink cards.
Teaching steps:
Step 1: Warm-up
Hold up the flashcard for milk. With the other hand bounce a ball on the
floor and have children produce the word milk each time you bounce the
ball.
Vary the pace at which you bounce the ball.
Repeat the procedure with the pictures for the other vocabulary items.
Step 2: Preview
Cover the flashcard for ice cream with a piece of paper or card so that the
children cannot see the picture.
Hold up the covered picture and very slowly begin removing the paper or
card. Children try and guess what the food or drink item is. Have them
call out their guesses.
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Continue until you have revealed all the vocabulary items.
Step 3: Trace and circle
Have the children look at the pictures to be traced.
Have children carefully race each item and orally produce the word for
each one.
Now have them read the vocabulary words below each picture. Explain
that they are going to choose the correct word for the picture and circle it.
Have children circle one of the words with a pencil.
Step 4: Sing the song
Tell children that they are going to learn a song about food and drink.
Read the words and have children listen and follow the words silently.
Explain that only the first three verses are printed on the page, but that the
children will hear about all the food and drink items that are illustrate.
Now play the tape without stopping. Have children isten and point to
each food or drink item as it is mentioned.
Play the song again and have children join in with the words. As they sing,
they should point to the pictures.
Step 5: Set the homework
Ask the children to sing the song to their families.
课后小结：指令练习和歌曲提高了学生的兴趣，在游戏中教学，可以
达到事半功倍的效果。
Lesson 3
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Teaching aims:
Structures(Review)
Productive: I like hamburgers.
Vocabulary: hamburgers French fries pizza chicken juice
milk ice cream rice noodles quilt queen
Teaching preparation:
Flashcards for this Unit.
Pencils or crayons
Children’s sets of food and drink cards.
Teaching steps:
Step 1: Warm-up
Review the rhyme from the previous lesson. Have children say the rhyme
in a class chorus, then have them say it in teams or chose individual
student to say.
Review the sentence “I like milk.”
Step 2: Listen and practice
Have the children open their books at page 22. Point to the picture and
say, “This is a quilt.”
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph as they
listen.
Play the tape one more time and have children listen and repeat the word,
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quilt.
Repeat the procedure above the words queen, rabbit and rice.
Step 3: Say the rhyme
Tell the children that they are going to learn a rhyme.
Play the tape, the teacher acts out the rhyme while listening to it. Try to
make children understand the meaning of the rhyme.
Play the tape again, and encourage the children to clap their hands or act
out while listening.
Play the tape again and again and have the children act or clap their hands
with the rhyme, have them shout out words or phrases.
Have the children act out with the teacher while trying to say the rhyme.
Step 4: Read and draw
Have the children open their books to page 23.
Have them look at the pictures of food and drink and elicit the
vocabulary.
Point to the picture of pizza and ask them which category it belongs to.
Repeat this for the other eight items.
Allow the children time to draw each item in the appropriate group.
课后 小结：在歌谣学习过程中，鼓励学生看图猜测歌谣大意，引导学
生主动学习，并通过歌谣的学习复习单词 ，效果较好。
Lesson 4
Teaching aims:
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Structures(review)
Productive: I like hamburgers.
Vocabulary: hamburgers French fries pizza chicken juice
milk ice cream rice noodles quilt queen
rain robot
Teaching preparation:
Flashcards for this Unit.
Pencils or crayons
Children’s sets of food and drink cards.
Teaching steps:
Step 1: Warm-up
Have children pick a card from their sets of food and drink items.
Have them read it and practice the sentences.
Step 2: Review with poster
Review the vocabulary and structures for this Unit with the poster.
Give children an opportunity to produce anything they can about the
illustration.
Point to the pizza that Ken is eating and ask, “What is it?” Elicit, “Pizza.”
Repeat the step above for the other eight vocabulary items.
Point to Mocky’s speech bubble and say, “I like hamburgers.” Have
children repeat after you.
Point to the other food and drink items and elicit the I like … structure as
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a choral drill, then from individuals.
Step 3: Read and match
Have them read each one silently then look at the pictures.
Explain that they are going to match each sentence with one of the
pictures.
Have children match each sentence to one of the pictures with a line.
Check the activity by having volunteers read out a sentence and show the
class the picture to which it refers.
Step 4: Find and color
Have the children look at the picture at page 25.
Explain that they are going to look for things within the picture and color
each one in a different color.
Have the children count the number of each object and write the number
on the right column.
Step 5: Set homework
Ask class to review the words and sentences of this unit.
课后小结：本节课是复习课，做练习之前对单词和句型进行充分的复
习，再做课本 上的涂色与连线练习，学生掌握的效果很好。
Unit 10 Family
Lesson 1
Teaching aims:
Structures(New)
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Who’s this?
This is my mother.
Structures(Review)
I like hamburgers.
Vocabulary(New)
Mother father sister brother friend
Vocabulary(Review)
Hamburgers French fries pizza chicken juice milk ice
cream noodles
Teaching preparation
Children’s sets of food and drink picture cards from unit 9
The poster for this unit
The mask of Ann
A piece of paper for each child, and crayons for coloring.
Teaching steps:
Step1: Warm-up
Review the food and drink vocabulary from the previous unit.
Step 2: Preview
Use the poster for this unit to present the new vocabulary.
Pin up the poster where all the children can see it and hae them look at it
for a few moments. Explain that today they are going to learn about
family members.
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Point to the picture of Ann’s mother and say, “This is Ann’s mother.”
Model the word at least twice. Now have children repeat after you in a
choral drill, then point to the picture and elicit the word from individuals.
Repeat the step above and present the following new vocabulary: father,
sister, brother, friend.
Review the new words by pointing to different people in the picture and
eliciting the appropriate word from the children.
Step 3 presentation of new language
Have the children look at the poster. Point to Ann’s mother in the poster
and say, “This is my mother.” Present the structure at least twice. Now
have children repeat after you in a choral drill.
Repeat the step above and , by pointing to the other people in the picture,
present the other new structures: This is my father. This is my sister. This
is my brother. This is my friend.
Review the structures by pointing to different people in the picture
eliciting the structure as a choral drill, then from individual children.
Step 4 Talk about the story
Have the children open the book at pages the children look at the
picture as you play the tape.
Play the tape again and have the children repeat the words.
Step 5 Extension
Hand out a piece of paper for each child. Explain that they are going to
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draw pictures of their families. It will include their mother, father, sisters,
and brothers. Ask them to include a drawing of a friend.
Children place their completed drawings on he desk in front of them. Call
out items and have children point to the people in their pictures.
Step 6 Set homework
Ask children to bring in a photograph or photographs of their families and
friends for the next lesson.
课后小结：本单元的重点词汇属于家庭类，在引入时注意 设置适当的
情景启动学生的原有知识库，调动学生学习积极性。
Lesson 2
Teaching aims
Structures (Review)
This is my mother.
Vocabulary
Mother father sister brother friend
Teaching preparation
Flashcards for Unit 10
Children’s family photographs.
Teaching steps:
Step 1 Flashcards review
Use the flashcards to review vocabulary for this Unit.
Step 2 Read and match
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Have the children look at the pictures of family on the page 28.
Direct the children to read the words on the page. Explain that they are
going to match each word with a character in the picture. Set a reasonable
time for children to complete the task.
Check the activity by having children hold up their books and show the
class which word they joined with each character.
If there is time, children can color the picture.
Step 3 Sing the song
Have the children open their books at page 29. Explain that they are
going to learn a new song about family and friends.
Say the words and have children point to each person as you say them.
Read the words and have children listen and follow the words silently.
Explain that only the first three verses are printed on the page, but that the
children will hear about all the people who are illustrate.
Play the tape without stopping. Have the children listen and point each
family member as they are mentioned.
Play the tape again and have children join in with the words. As they sing,
they should point to the pictures.
Have children take out their family photographs or drawings. Encourage
volunteers to point to one of their family members and sing a verse of he
song about them.
Step 4 Set homework
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Explain to the children that you want them to sing the new song to their
families.
课后小结：在课堂上适当调整内容结构，融入一些音 乐，学生在欢乐
中学到的知识更牢固，以后要多采用。
Lesson 3
Teaching aims:
Structures (Review)
This is my mother.
Vocabulary(Review)
Mother father sister brother friend
Vocabulary(New)
Salad sandwich tomato tea
Teaching preparation
You will need:
Pencils and crayons for coloring
Children’s family photographs or drawings.
Teaching steps:
Step 1 Review
Review the words and sentences that have learned.
Step 2 Listen and practice
Have the children open their books at page 30. Draw their attention to the
photograph of the sandwich. Point to the photograph of the word.
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Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph as the listen.
Play the tape one more time and have children listen and repeat the word,
sandwich.
Repeat the procedure above for the word salad, tomato and tea.
Step 3 Say the rhyme
Tell the children that they are going to learn a rhyme.
Play the tape, the teacher acts out the rhyme while listening to it. Try to
make children understand the meaning of the rhyme.
Play the tape again, and encourage the children to clap their hands or act
out while listening.
Play the tape again and again and have the children act or clap their hands
with the rhyme, have them shout out words or phrases.
Have the children act out with the teacher while trying to say the rhyme.
Step 4 Trace and match
Direct children’s attention to the things they are going to trace.
Help them to trace the food and drink carefully and say the names of
these things.
Read the words in the middle of the page. Ask children to match the
pictures with the words.
If there is time, have children color the pictures.
Step 5 Set homework
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Tell the children that you want them to color the pictures for homework.
课后小结：同过反复的听说练习，加强了学生对单词和句型的理解，在做练习前先复习所学知识，效果比较好。
Lesson 4
Teaching aims
Structures (Review)
This is my mother.
Vocabulary
Mother father sister brother friend salad sandwich
tomato tea
Teaching preparation
The poster of this unit.
Pencils and crayons for coloring.
Teaching steps:
Step 1 Review with poster
Using Chinese, talk about the picture. Discuss what Ann and Mocky are
doing, where the family is on vacation and what each person is doing in
the pictures.
Point to the ice cream and ask, “What’s this?” Elicit, “Ice cream.”
Review the family members and friend.
Step 2 Read and circle
Have the children open their books at page 32 and ask them to look at the
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family tree.
Using Chinese, ask them if they know what a family tree.
Point to each person in the family tree and elicit the vocabulary words.
Now have children read the words below each illustration. Explain that
they are going to circle the word that describes the person above
Have children circle five words and then check the activity together.
Have children hold up their books and show the class the word that they
circled for each person.
Step 3 Find and color
Have children look at the picture and say anything they can about it in
English.
Point to different family members in the picture and elicit the vocabulary.
Explain that children are going to look for the things they have learned
within the picture and color each one in a different color.
Set enough time for the children to color the picture and check the
exercise by having children hold up their books and show their pictures to
the rest of the class.
Step 4 Set homework
Review the words of this unit.
课后小结：通过学习，学生对单词和句型已经熟练掌握，在 原有知识
的基础上让学生理解家庭树的含义，学生的兴趣很高，求知欲强，效
果比较好。
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Unit 11 Clothes
Lesson 1
Teaching aims
Structures (New)
It’s a dress.
They are pants.
Structures (Review)
This is my sister.
Vocabulary
Dress shirt pants sweater socks shoes
Teaching preparation
Prepare the flashcards for this unit and the poster for this unit.
Teaching steps
Step 1 Warm-up
Review the family words and rhyme from the previous unit.
Step 2 Preview
Hold up the flashcard for sweater. Say, “It’s a sweater.” Model the word
sweater at least twice. Now have children repeat after you in a choral drill,
then elicit the word from individuals.
Repeat the step above and present the new words shirt and dress.
Now hold up the flashcard for pants. Say, “They are pants.” Model the
word pants at least twice. Now have children repeat after you in a choral
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drill, then elicit the word from individuals.
Repeat the step to present shoes and socks.
Review the new words by holding up different flashcards and eliciting the
word from the children in a choral drill.
Step 3 Story
Have the children open their books at pages 34. Have them look at the
picture as you play the tape.
Play the tape again and have the children repeat the words.
Step 4 Touch and say
Have children open their books and direct their attention to the words that
appear along the foot of the page.
Play the tape , and have them point to each picture as they hear the
matching word.
Replay the tape while displaying your copy of the page.
Direct the children to look at the pictures at the bottom of this page. Have
them work in pairs, taking turns to point to and say the words for all the
pictures. Provide a teacher-children example: have one child point to a
photograph; you respond with the word.
Step 5 Set homework
Have children open their books to the page of the clothes cards. Have the
children color them.
课后小结：本单元为服装类词汇，在引入新单词时，要先复习以前所
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学的颜色词汇，在由学生本身的着装引入所学单词，效果较好。
Lesson 2
Teaching aims
Structures (Review)
It’s a shirt.
They are shoes.
Vocabulary
Dress shirt pants sweater socks shoes
Teaching preparation
Prepare the flashcards for this unit and the poster for this unit.
Children’s clothes picture cards.
Teaching steps
Step 1 Review
Have children take turns to call out words and have the other children
listen and hold up their picture cards.
Step 2 Preview
Cover the flashcard of a dress with a piece of paper or a card so the
children cannot see it.
Hold up the covered flashcard and gradually reveal it by slowl removing
the paper or card.
Have children try to guess what the clothing item is. Explain that they
must use It is or They are in order to win the point. Have theme call out
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their guesses individually, or make it into a team game.
Repeat the procedure with the flashcards of the other clothes vocabulary.
Step 3 Trace and match
Have children open their books and look at the pictures that they are
going to trace and guess what each one is. Elicit, “It’s a shirt.” Or “They
are socks.”
Now have children trace each item of clothing with a pencil
Ask the children to read the words on the page. Have them match each
word with one item of clothing.
Check the answer by having children hold up their books and show the
class which word they joined with which item of clothing.
Step 4 Sing the song
Have the children look at the illustrations that accompany the song.
Say the names of the clothes and have children point to each item.
Read the words and have children listen and follow the words silently.
Play the song straight through. Have the children listen and point to the
clothes as they are mentioned.
Play the song again. Have the children join in with the words.
Have children take out their sets of clothes cards. Play the tape again and
have children hold up the clothes items as they are mentioned.
Step 5 Set homework
Ask the children to sing the new song to their families.
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课后小结：歌曲的反复诵唱让学生在节 奏和韵律中再次熟悉所学单
词，在歌曲的学习过程中，假如适当的动作 帮助学生理解歌词含义，
学生兴趣很高。
Lesson 3
Teaching aims
Structures (Review)
It’s a shirt.
They are shoes.
Vocabulary(Review)
Dress shirt pants sweater socks shoes
Vocabulary(New)
Umbrella violin watermelon watch
Teaching preparation
Prepare the flashcards for this unit and the poster for this unit.
Children’s clothes picture cards.
Teaching steps
Step 1 Review
Call out clothes words randomly and have children respond by miming
getting dressed.
Step 2 Listen and practice
Ask children to open their books and draw their attention to the
photograph of the umbrella. Point to the picture on the page and say,
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“This is an umbrella.”
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph as they listen
Play the tape one more time and have children listen and repeat the word,
umbrella.
Repeat the procedure above for other words, violin, watermelon and
watch.
Step 3 Say the rhyme
Tell the children that they are going to learn a rhyme.
Play the tape, the teach acts out the rhyme while listening to it. Try to
make children understand the meaning of he rhyme.
Play the tape again, and encourage the children to clap their hands or act
out while listening.
Play the tape for the third time, have the children listen to the tape, and
encourage them to say one or two words with the tape.
Play the tape again and again and try to have the children act or clap their
hands with the rhyme, have them shout out words or phrases.
Have the children act out with the teacher wile trying to say the rhyme.
Step 4 Read and color
Have the children look at the picture on the page 39.
Ask children what they can see. Ask them if this looks like their bedroom
at home.
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Now say, “ They are blue.” Have children color the socks blue.
Repeat the procedure for the other items in the picture.
Step 5 Set homework
Ask the children to say the rhyme to their families.
课后小结：本课中的连线很好 地检测了学生对单词的掌握情况，在听
说练习中加深学生对句型的掌握，这样可以达到很好的效果，以后 要
多采用。
Lesson 4
Teaching aims
Structures (Review)
It’s a shirt.
They are shoes.
Teaching steps
Step 1 Warm-up
Review the rhyme from the previous lesson. Say the rhyme in a class
chorus, then in groups or chose individual student to say.
Step 2 Review with poster
Review the vocabulary and structures for this unit with the poster.
Step 3 Read and match
Have children look at the pictures at page 40.
Have them say the English names of these pictures.
Teacher says the English, and have the children point to the picture.
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Have the children read the sentences in the middle.
Explain that they are going to match each sentence with one of the
pictures.
Have the children match each sentence to one of the pictures with a line.
Step 4 Find and color
Have children open their books, look at the picture and say anything they
can about it in English.
Now discuss the picture briefly in Chinese.
Explain that the children are going to look for clothes they know in the
picture, and color each one.
Step 5 Set homework
Review the unit words.
课后小结：在复习中让学生做一些小练习， 可以检验学生的掌握情况，
这样就可以更有针对性地复习。
Unit 12 I can swim
Lesson 1
Teaching aims
Structures (Review)
It’s a dress.
They are pants.
Structures (New)
I can jump.
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Vocabulary
Can jump swim walk run dance dress shirt pants
sweater socks shoes
Teaching preparation
The poster for this unit
Teaching steps
Step 1 Warm-up
Explain that children are going to point to the clothes that you call out.
Step 2 Preview
Explain that today the children are going to learn how to talk about some
things they can do.
Make sure you have all the children’s attention and jump into the air.
Jump again and say, “I can jump.” Model the word jump at least twice.
Now have children repeat after you in a choral drill. Then elicit the verb
from individuals.
Repeat the step above and present the following new vocabulary: swim,
walk, run, dance.
Now have children do the actions when you say the words.
Step 3 Story
Have the class look at the picture as you play the tape.
Play the tape again and have the children repeat the words.
Step 4 learn the words
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Have children open their books and direct their attention to the words that
appear along the foot of the page.
Play the tape, and have them point to each picture as they hear the
matching word.
Replay the tape while displaying your copy of the page.
Without the tape, read the words together.
Have the children work in pairs to read the words.
Step 5 Set homework
Review the unit words.
课后小结：本单元的单词为动作类，在情景引入时，可以让学生在课
堂前先跟着老师做动作，既提高了学生的注意力，也加深了学生的印
象。
Lesson 2
Teaching aims
Structures (New)
I can jump.
Vocabulary
Can jump swim walk run dance
Teaching preparation
Flashcards for this unit.
Teaching steps
Step 1 Review
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Review the words that have learned last class
Step 2 preview
Pin up the flashcards for the five verbs on the blackboard.
Have children point to the matching picture when you say the word.
Step 3 Touch and say
Explain to the children that they are going to look at some photographs of
what animals can do.
Review the sentence “ I can dance.” Have the children read after you.
Step 4 Sing the song
Tell children that they are going to sing in English about things that they
can do .
Have children look at the pictures around the song words.
Hold up your copy of the book, point to pictures at random and elicit the
verbs.
Play the tape without stopping and have children listen and point to the
actions as they are mentioned.
Play the tape again and this time have children join in.
Now children sing along and do the actions as they are mentioned.
Step 5 Set homework
Ask children to sing the new song to their families.
课后小结：在复习词汇的时候，要大量运用肢体动作，学生在 快乐中
学习的效果很好，再结合歌曲进行很好地复习和巩固，学生掌握单词
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很熟练。
Lesson 3
Teaching aims
Structures (Review)
I can jump.
Vocabulary
Can jump swim walk run dance xylophone yo-yo
zebra zoo
Teaching preparation
The flashcards for jump, run, walk, dance, and swim
Teaching steps
Step 1 Warm-up
Play some music on a tape or on the radio that you know the children
enjoy. Say, “Stand up and dance.” Have children stand up and dance to
the music.
Explain that when the music stops, they are going to stop dancing and
change the action.
Pause the music and have children stand still. Now say, “Walk.” Have
children walk around until out start the music again and they resume
dancing.
Continue the activity until children have practiced all the actions and are
warmed up.
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Step 2 Listen and practice
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph as they
listen.
Play the tape one more time and have children listen and repeat the word,
xylophone.
Repeat the procedure above for yo-yo, zebra and zoo.
Step 3 Say the rhyme
Tell the children that they are going to learn a rhyme.
Play the tape , the teacher acts out the rhyme while listening to it. Try to
make children understand the meaning of the rhyme.
Play the tape again, and encourage the children to clap their hands or act
out while listening.
Play the tape for the third time, have the children listen to the tape, and
encourage them to say one or two words with the tape.
Play the tape again and again and try to have the children act or clap their
hands with the rhyme, have them shout out words or phrases.
Have the children act out with the teacher wile trying to say the rhyme.
Step 4 Read and draw
Have the children open their books at page 47. Have children look at the
six little pictures at the side of the page.
Explain that they are going to draw one of these pictures in each space.
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Have them draw the objects and color them according to the text.
Check the answers in a class drill.
Step 5 Set homework
Have the children color the pictures on page 47.
课后小结：歌谣的学习更好地巩固了学生所学知识；在练习中又充分
的检验了学生掌握 知识的情况，发现学生掌握的比较好，但仍有个别
学生需要加强辅导。
Lesson 4
Teaching aims
Structures (Review)
I can jump.
Vocabulary
Can jump swim walk run dance
Teaching preparation
The flashcards for ball, square, ice cream, pants, book, cat
The poster for this unit.
Teaching steps
Step 1 Warm- up
Review the rhyme from the previous lesson. Say the rhyme in a class
chorus, then in groups, or chose individual student to say.
Step 2 Review with poster
Review the vocabulary and structures for this unit with the poster.
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Have the children point to the picture when the teacher say the word.
Step 3 Read and circle
Have the children look at the five illustrations on the page.
Hold up your book and point to the illustrations. Elicit the verb for each
one as a choral drill.
Now draw children’s attention to the text below each picture.
Explain that they are going to draw a circle around the structure, I can,
and the correct verb.
Do the first one together as an example , then have children work
individual.
Step 4 Find and color
Have children open their books, look at the picture and say anything they
can about it in English.
Explain that in the picture there are some animals. Ask children what the
animals do.
Explain that children are going to look for animals and clothes within the
picture and color each one in a different color.
Set enough time for the children to color the picture and check the
exercise by having children to color the picture and check the exercise by
having children hold up their books and show their pictures to the rest of
the class.
Step 5 Set homework
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Tell the children to review the words of this unit.
课后小结：兴趣是最好的老师，这节课的丰富多彩 的习题练习让学生
在快乐中进一步熟悉句型和单词，效果比较好。
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