E：Steps
Procedures
Teacher‟s
activities
Pre-task
preparatio
n
1. Sing a
song. ( Apple
tree).
the
Students‟
activities
Sing a song.


I like
歌曲和问候将学生带入
英语学习的氛围。
Purpose
words of( food
apples.(…)
fruit, toys and
animals)

2．Review the
a
dialogue( At
the toy shop.)
--Can I help
you?
--I like a
bicycle.
dialogue with
their partner.




复习已有知识活跃课堂
气氛。
--Here you are.
--Thank you.
I like my
bicycle. It‟s
super.

While-task
ue:
procedure
Look and
say
(At the fruit
shop
At the toy
shop)


!.Have the
通过听， 说， 练习对话。
students watch
the flash and act og
out the dialogue.
Ask the students
to make the new
dialogue with
their deskmate.
the

a
rhyme.
Do you like
sweets? Yes,
yes. I like
sweets.
Post-task
activity
The
workbook
rhyme.
3. Make a new
rhyme.
Let the student
listen to the tape
and repeat again
and again.

Let students do
the practice in
the workbook.
训练对话。
板书:
Do you like sweets?
Yes. Yes, I like sweets.
No. No, I don‟t like sweets.

教学效果反在tea time游戏环节则采用了多种形式来活跃课堂气氛，
馈 效果较好。由 于所学单词都是平时常见的食物，让学生带

来食物自己表演，学生的学习兴趣浓，效果比 较好，不足
之处是有一小部分学生由于时间原因没上台表演，要在以
后的空余时间内让他们来对 话练习。


The third period

A：Contents :
Sentence: One for you and one for you.
B：Teaching Aims :
Using formulaic expressions to offer people things
e.g. One for you.

C：Teaching aids :
Recorder and workbook ,picture cards
D：Steps
procedure
s
content methods purposes

Pre-task
preparat
ion
the 1. Show the words of
words:
jelly, ice
cream,
sweet,
biscuit


2. Listen and act
the food and


让学生用所学的英
语来进行问答，引
出新知。
students read
Read the rhyme of the
food
the
sentences

3. Dialogue:
At the toy
shop
While-tas
k
procedu
res

Post-task
activitie
s



The

Let the student listen to
。
the tape and repeat
again and again.

Say and
act Tea
time
the flash.
and act.
3. Make a new
dialogue.
学会和别人分享快
乐。
3. Make a dialogue

workbook Let students do the
practice in the
workbook.
板书

教学效果
反馈
Do you like …? Yes. No. I like …
One for you and one for me.
在tea ti me游戏环节则采用了多种形式来活跃课堂气
氛，效果较好。由于所学单词都是平时常见的食物，让学生
带来食物自己表演，学生的学习兴趣浓，效果比较好，不足
之处是有一小部分学生由于时间原因 没上台表演，要在以后
的空余时间内让他们来对话练习。


Module 2 My favourite things
Unit 3 Drinks I like
Tasks in this unit:
 Begin an interaction by introducing one‟s preferences
 End an interaction by using simple formulaic expressions
 Begin an interaction by eliciting a response

Language focus：
 Using nouns to identify drinks: cola,juice,milk,water

 Using imperatives to give simple instructions: Drink some milk,Sam.
 Using the indefinite determiner some to show quantity: Drink some
water,Mum.
 Asking wh-questions to ask for specific information about a person:
What do you like?
 Using the simple present tense to express preferences: I like water.
 Using formulaic expressions to wish someone a happy birthday:
Happy Birthday,Eddie.

Language skills:
Listening:
 Identify specific information in simple instructions: Drink some
milk,Sam.
 Identify the key words by hearing the pronunciation:
cola,juice,milk,water
 Identify specific information in response to simple questions: What
do you like?I like water.
 Understand formulaic expressions wishing someone a happy birthday:
Happy Birthday,Eddie.
Speaking:
 Pronounce the words,phrases and sentences correctly:
cola,juice,milk,water

 Using imperatives to give simple instructions: Drink some milk,Sam.
 Asking wh-questions to ask for specific information about a person:
What do you like?
 Use the key pattern to express preferences: I like water.
 Use adjectivesto describe things: It‟s super.
 Use formulaic expressions to wish someone a happy birthday: Happy
Birthday,Eddie.
Scheme of work:
Peri
od
Core contents
Grammar and
expressions
1 What do you
like?
I like…
2 Drink
some…
Have
some…
Birthday
good


cola,juice,mil
k,water
SB:p.23
WB:pp.22,23,
Parts A,C
SB:pp.22,24,25,
51
WB:pp.22,24,25
Parts B,D and
Task
Vocabulary
Extension Materials

Drinks I like
The First Period
Aims:
1. Words: cola,juice,milk,water
2. Function: Use specific information in response to simple questions: What
do you like? I like…

Language focus:
1. Pronounce the words,phrases and sentences correctly
2. Identify specific information in response to simple questions: What do
you like? I like…
Aids: Pictures, Realia, tape.

PROCEDRECONTENTS
S
-task
preparation

-task Teach:cola
procedure

juice
milk
water
Show the pictures
of drinks to the Ss
and slowly
在新授单词的基
础上操练What do
you like? I like…
Warming up:
Song
Sing a song.
歌曲将学生带入
英语学习的氛围。
METHODS PURPOSE
introduce the words
这一句型，让学生

--What do you
like?
--I like…
to read
the words.



4) Look and say
5) Pair work
6) Do a survey
根据实际来表达
自己的喜好，让学
生充分掌握今天
的语言，更 激发他
们的表达意识。
-task
activity
Do the exercises. 3. Ask the Ss to
通过学生练习和
play a game
游戏的形式来巩
What do you
固新知，起到巩固
like?
4. Have the Ss do
exercises

me
nt:
10. Listen to the
tape.
11. Read
words.
12. Say
sentences.
板书
cola juice milk water
the
the

的作用。

---What do you like?
---I like…

教学效果反
馈
创设情景，帮助学生理解和操练句子What do you like?
为学生采访调查做 铺垫。采用不同形式的操练方法巩固
这一句型，孩子们能够用所有物品针对相应物品作对话
练习 ，并能够初步理解不可数名词的含义。



Drinks I like
The Second Period
Aims:
1. Use imperatives to give simple instructions: Drink some milk,Sam.
2. Ask wh-questions to find out one‟s preferences: What do you like?
3. Use the key pattern to express preferences: I like water.


Language focus:
1. Using imperatives to give simple instructions: Drink some milk,Sam.
2. Asking wh-questions to find out one‟s preferences: What do you like?
3. Using the verb like to indicate preferences: I like water.

Aids: Pictures, Realia, tape.

PROCEDRECONTENTS
S
-task
preparation

Warming up:
Rhyme
Rhyme
What do you like?
I like cola and
milk.
…
-task
procedure

A good girl







1)Make a short
dialogue with a
student
T: Drink some
milk,please.
S: Thank you.
T: Drink some
cola,linda.
S: Thank
you,Sengue.
2)Say and act
3)Make a short
以问答的形
式展开教学，
引起学生注
意，激发兴
趣。
同时注意操
练的多样性，
使学生扎实
掌握新授内
容。
创设情境，模
仿例子表演
复习旧单词
与句型，引出
新课内容。
METHODS PURPOSE

dialogue in pairs
对
话 。
-task
activity
Do the exercises. Tick what you like
and talk about it

勾出你喜欢
的食物，然后
说一说。
me
nt:
13. Listen to the
tape.
14. Read
story.

the
板书：
What do you like?
I like …
Drink some …, please.
Have some …, please.
教学效果反
馈
创设情景，操练Drink..句型的用法，能够用手边的
饮料提供给所需学生时的交际用语， 尤其有些孩子，
还会在对话中用到Here you are. Taste..这些学过的
句型拓展对话。


Drinks I like
The Third Period

Aims:
1. Review the words: birthday,cola,juice,milk,water
2. Review the sentences: What do you like? I like water(milk, cola,juice).
3. Use formulaic expressions to wish someone a happy birthday: Happy
Birthday,Eddie.


Language focus:
Using formulaic expressions to wish someone a happy birthday: Happy
Birthday,Eddie.

Aids: Pictures, Realia, tape.

PROCEDRECONTENTS
S
-task
preparation

-task
procedure

Happy
Birthday,Eddie.

1. Pair work
2. Say and act
3. Practice
groups
Warming up:
song
A birthday song
歌曲将学生
带入英语学
习的氛围。
创设情境
（birthday
in
party），让学
生熟练运用
METHODS PURPOSE

4. Make a short
like句型和
dialogue:
S1:What do you
like?
S2:I like cola. It‟s
cool.
S3:Drink some
cola,please.
S4:Thank you.
Drink
some…句型，
以此激发学
生的学习兴
趣 ，牢固掌握
今天的英语
对话。
-task
activity
me
nt:
Do the exercises. Do a survey
15. Listen to the
tape.
16. Read
story.

the


板书
Happy birthday.
What do you like?
Drink some …
Thank you.
I like …
It‟s …

Thank you.
教学效果反
馈
用Happy Bi rthday这首歌引出Eddie生日派队的情
景，展示给学生看，创设一个比较真实的语言环境，< br>学生学习兴趣较浓郁。 学会Let‟s ..句型，复习了
What do you like ?I like…句型。表演的孩子基本能做
到脱离书自由发挥，还有些孩子表达不清，不熟练。

Module 4 Things we do
Unit 2 New Year’s Day
Tasks in this unit:
Begin an interaction and maintain it by responding to questions
Using modeled phrases to communicate with other students.
Use formulaic expressions to offer people things

Language focus:
Using nouns to identify objects
e.g., gift, card, firework, firecracker
Using imperatives to give instructions
e.g., Draw. Write. Fold.
Using adjectives to describe things
e.g., new
Using formulaic expressions to greet people on New Year‟s Day

e.g., Happy New Year!
Using formulaic expressions to offer people things
e.g., A gift for you.
Using the simple present tense to express interest and preferences
e.g., I like the red dress.

Language skills:
Listening
Identify specific information in response to simple instructions
e.g., draw, write, fold
Understand the key pattern
e.g., I like the red dress.
Identify the key words in an utterance by hearing the pronunciation
e.g., gift, card, firework, firecracker
understand formulaic expressions of New Year‟s greetings
e.g., Happy New Year!
Understand formulaic expressions offering people things
e.g., A gift for you.
Understand a simple story with the help of pictures and body language

Speaking
Pronounce the words, phrases and sentences correctly

e.g., gift, card, firework, firecracker
Use imperatives to give instructions
e.g., Draw. Write. Fold.
Use formulaic expression to greet people
e.g., Happy New Year, Miss Fang.
Use the pattern I like the … to express interests and preferences
e.g., I like the sweets.
Use formulaic expressions to offer people things
e.g., A gift for you.
Use formulaic expressions to express thanks
e.g., Thank you.

Scheme of work:

Period contents
Grammar
and
expressions

1
…for you. gift card
firework
firecracker
You are SB:pp.42 and 45
Core
Extensi

Materials
Vocabulary
on
welcome. WB:p.42, Part A
Happy
New

Year!
shoes new SB:pp.43,44and 53
sweets
write fold
WB:pp.43,44and45
Parts B, C, and
Task


Period 1
Language focus:
Using nouns to identify objects
e.g., gift, card, firework, firecracker
Using formulaic expressions to greet people on New Year‟s Day
e.g., Happy New Year!
Using formulaic expressions to offer people things
e.g., A gift for you.

Language skills:
Listening
Identify the key words in an utterance by hearing the pronunciation
e.g., gift, firework, card, firecracker
Understand formulaic expressions of greetings
e.g., Happy New Year!
2

Understand formulaic expressions offering people things
e.g., A gift for you.
Understand the meaning of the song.

Speaking
Pronounce the words, phrases and sentences correctly
e.g., firecracker, gift, firework, card
Use formulaic expressions of greetings
e.g., Happy New Year!
Use formulaic expressions to offer people things
e.g., A gift for you.
Use formulaic expressions to express thanks
e.g., Thank you.
Sing the song and act it out

Materials:
Student‟s Book 1B, pp.42 and 45
Workbook 1B, p.42, Part A
Cassette 1B
Wall picture 1B
Flashcards 1B (gift, card, firework, firecracker)

Procedures Contents Methods Purpose Characteristic
modification,
the teaching
introspects

Pre-task
Happy New
Year
Listen to the
tape and
follow it.
跟唱歌
曲，进入
英语学习
状态，帮
助回忆过
年时的 快
乐氛围，
为学习新
知创设情
境。

preparation Happy New
Year.
Happy New
Year to you
all.
We‟re
singing.
We‟re
dancing.
Happy New
Year to you
all.


gift Show a
用实物引

beautifully
wrapped gift
and imitate
“gift”.


入，给予
学生直观
感受。



While-task
procedure
card







firecracker



firework



Happy New
Year!
Talk about the
启发谈
Spring
Festival with
the students
and ask them
whether they
话，活跃
气氛，引
入新知。


have received
cards from
their relatives
媒体演
or friends.


On New
Year‟s Day,
many people
like to set off
示，易于
学生理
解。直观
印象帮助
记忆。

Happy New
Year!
A gift for
you, Kitty.
Thank you.
firecrackers.


On New
Year‟s Day,
people also set
off fireworks.


Today is New
Year‟s Day.
Kitty‟s
grandparents
and Kitty
greet each
other by
saying „Happy
New Year!‟
Then Kitty‟s
grandparents
give Kitty a
gift and say

“A gift for
you, Kitty‟.
Kitty days
“Thank you‟.



Post-task
activity
Happy New
Year!
Happy New
Year!
A gift for
you, ….
Thank you.
Board show:
M4 Unit 2 New Year‟s Day
gift Happy New Year!
card Happy New Year!
firecracker A gift for you, ….
firework Thank you.

Exercise:
Act out the dialogue with your classmates.

Ask the
表演对
students to act
话，培养
out the
dialogue in
groups.
英语交际
能力。

课题
Module 3 Things around us
Unit 1 season
Look and learn
教学目标 知识与技能：
1. Using nouns to identify seasons eg., spring, summer.
2. Using adjectives to describe conditions eg., warm, hot
3. Using the simple present tense to state facts eg.,
Spring is warm.
过程与方法：
1. Use modeled sentences to communicate with other
students.
2. Pronounce the key words correctly.
3. Use the key pattern to describe seasons.
.

教学重点
4. Identify the key words in an utterance by hearing the
和难点
pronunciation. e.g., spring, summer, warm, hot.
5. Understand the characteristics of seasons e.g., Spring
is …
6. Understand the characteristics of seasons: e.g., Spring
is green

教学媒体
Pictures, , Cassette 1b, Cassette player
课前学生
Listening to the recording of the text.
准备
教学流程
Pre- task Activities
Activity 1
To elicit the names of the seasons, show a Disney
cartoon of four seasons to students.
And show the pictures of spring and summer to the
students and ask them what they see?
T: Look at the picture. What do can you see?
S1: I see can see a bird.
S2: I see can see many flowers.
T: Yes. In spring, we can see birds, flowers and many
beautiful things. Look at the picture again.
It‟s spring. Today we‟ll talk about four seasons.
Say “season”.
While-task Activities
Activity 1
Show pictures of spring and summer, and introduce
them.
T: There‟re four seasons in a year.
Spring is green. Spring is warm.

Summer is red. Summer is hot.
Ask students look at flashcards and read new words.
Activity 2
Summer is hot.
Red, red, red,
Summer is rec.
Hot and red,
Summer, summer, summer.
Practice in groups.
Activity 3
Do a quick response in groups of three.
S1: Spring.
S2: Spring is warm.
S3: Spring is green.
Ask the students to say a rhyme.
Warm, warm, warm,
Spring is warm.
Green, green, green
Spring is green.
Warm and green,
Spring, spring, spring
Hot, hot, hot,

Post-task Activities
Activity 1
Listen to the tape and repeat.
Activity 2
Ask students to say sth. about spring and summer.
S: It‟s summer. Summer is hot. Summer is green. I can
swim. I like summer.
板书设计
Spring is green.
Spring is warm.
Summer is hot.
Summer is hot.
教学效果通过让学生选择自己喜欢的季节开始新课，并让他们说
的反馈 出每个季节的气候特点 。随后指导学生如何描述Spring
和Summer,似乎对他们来说有点困难，不能及时反映老师提到的季节气候。


课题
Module 3 Things around us
Unit 1 season
Period 2

教学目标 知识与技能：1. Use modeled sentences to
communicate with other students.
2. Pronounce the key words correctly.
3. Use the key pattern to describe seasons.
4. Identify the key words in an utterance by hearing
the pronunciation.
5. Understand the characteristics of seasons
6. Understand the characteristics of seasons:.
教学重点
和难点
1. Using nouns to identify seasons eg., autumn,
winter.
2. Using adjectives to describe conditions eg., cool,
cold
3. Using the simple present tense to state facts eg.,
Winter is cold.
教学媒体
Pictures, , Cassette 1b, Cassette player
课前学生
Listening to the recording of the text.
准备
教学流程
Pre-task Activities
Activity 1
Show the picture of Students‟ book P26. And ask some
questions.
T: What do you see?

S: I see a a flower.
T: What colour is it?
S: It‟s red.
T: What season is it?
S: It‟s spring.
T: How is spring?
S: Spring is green. Spring is warm.
T: In spring, I see flowers. I sing songs.
What do you do?
S: I sing songs.
Talk about summer.
Activity 2
Say the rhyme again:
Warm, warm, warm,
Spring is warm.
Green, green, green
Spring is green.
Warm and green,
Spring, spring, spring
Hot, hot, hot,
Summer is hot.
Red, red, red,

Summer is rec.
Hot and red,
Summer, summer, summer.
While-task Activities
Activity 1
Show pictures of winter and autumn, and introduce
them.
T: It‟s autumn. Autumn is cool. Autumn is golden.
It‟s winter. Winter is cold. Winter is white.
Ask students look at flashcards and read new words.
Activity 2
Ask the students to say the rhyme in P26.
Warm, warm, warm,
Spring is warm.
Green, green, green
Spring is green.
Warm and green,
Spring, spring, spring
Hot, hot, hot,
Summer is hot.
Red, red, red,
Summer is red.

Hot and red,
Summer, summer, summer.
Practice in groups.
Activity 3
Do a quick response in groups of three.
S1: Autumn.
S2: Autumn is cool.
S3: Autumn is golden.
Activity 4
Ask students to rewrite the rhyme with “winter,
cold,autumn, cool”.
Cool, cool, cool,
Autumn is cool.
Golden, golden, golden,
Autumn is golden.
Cold, cold, cold,
Winter is cold.
White, white, white,
Winter is white.
Post-task Activities
Activity 1
Listen to the tape and read the rhyme.

Activity 2
Ask students to say sth. about winter and autumn.

板书设计
Autumn is cool.
Autumn is golden.
Winter is cold.
Winter is white.
教学效果利用春夏，引出秋冬的气候特点，部分学生cool,cold分
的反馈


课题
Module 3 Things around us
Unit 1 season
Period 3
教学目标 知识与技能1. Use modeled sentences to
communicate with other students.
2. Pronounce the key words correctly.
3. Use the key pattern to describe seasons.
教学重点
和难点
Using the simple present tense to state facts. Eg, In
summer is hot. I drink some juice.
不清楚，而且在发音上存在缺陷。
教学媒体
Pictures, , Cassette 1b, Cassette player

课前学生
Listening to the recording of the text.
准备
教学流程
Pre-task Activities
Activity 1
Ask students to answer questions about the
characteristics of seasons.
Ask them try to say some sentences to describe seasons.
While-task Activities
Activity 1
Have the students listen to and repeat the rhyme on P26.
Then do a quickly response:
T: (Show a flashcard of spring.)
S: Spring is warm.
Activity 2
Have students to listen and repeat the sentences on P29.
Ask them questions: In spring, what do you do? And act
out the action.
S: In spring, I smell flowers. (Smell flowers.)
Post-task Activities
Activity 1
Finish wookbook.
Activity 2

Have the students do a survey: What season do you
like?
Spring Summer Autumn Winter
S1: I like summer. It is hot. It is green. I can swim.
板书设计
Spring is…
Summer is…
教学效果综合四季的特点，在每个季节进行不同的娱乐活动或吃
的反馈 不同的食品。相对来说较难，经过一番操练，仍有部分
学生不能表达四季特点。

课题
Module 3 unit 2 weather
Period 1
教学目标
1. Identify the key words in an utterance by hearing
the pronunciation. e.g., sunny, cloudy, rainy, windy.
2. Understand formulaic expressions describe
weather. e.g., It‟s sunny.
3. Understand the key pattern : How is the weather.
4. Use modeled sentences to communicate with
other students.
5. Pronounce the key words correctly

教学重点
和难点
1. Using the key words in the context. eg., sunny,
cloudy, rainy, windy
2. Using formulaic expressions to describe weather.
Eg., It‟s sunny.
3. Asking questions to find out specific information
about weather. Eg., How is the weather?
教学媒体
Pictures, , Cassette 1b, Cassette player
课前学生
Listening to the recording of the text.
准备
教学流程
Pre-task Activities
Activity 1
Daily talk:
T: How many seasons in a year?
S: Four seasons. Spring, summer, autumn and winter.
T: How is summer?
S: Summer is hot.
T: We are in summer now. Are you hot?]
Ss: Yes.
T: (Show a picture of summer with a red sun.)
Summer is hot.
The sun is shining.
How is the weather?

It‟s fine. It‟s sunny.
Read the word “weather” together.
While- task Activities
Activity 1
Have the students to listen to a simple weather report
while show them the flashcards and talk about weather.
T: It is sunny. It is cloudy.
Activity 2
Talk about weather with simple adjectives.
T: Look! We can see the sun in the sky. It is sunny. I
like sunny days.
Show them pictures of each weather and ask them do
quickly response:
T: (Show a picture of sunny.)
S: sunny days
Activity 3
Have the students say the rhyme after you.
Sunny, sunny, sunny days. I like sunny days.
Rainy, rainy, rainy days. I like rainy days.
Practice in pairs.
Try to change the rhyme with “windy, cloudy”
Activity 4

Show them pictures of each weather again.
T: How is the weather? (Show a picture of sunny.)
S: It‟s sunny.
Post-task Activities
Activity 1
Listen to the tape and repeat.
Activity 2
Do a survey: What weather do you like?
Weather Sunny Cloudy Windy Rainy
S: I like sunny days.

板书设计
Weather
sunny cloudy How is the weather?
windy rainy It‟s …
教学效果尤季节过渡的天气，学生明显有些混淆，winter 和windy
的反馈 总是搞不清楚，学生能用How is the weather?询问天气，< br>天气的回答略迟缓，一时反应不过来，还需要巩固知识，
操练句型，熟记单词。


课题
Module 3 Unit 2 Weather
Period 2

教学目标
1. Identify the key words in an utterance by hearing
the pronunciation. e.g., sunny, cloudy, rainy, windy.
2. Understand formulaic expressions describe
weather. e.g., It‟s sunny.
3. Understand the key pattern : How is the weather?
4. Understand formulaic expression making
suggestions. E.g, Let‟s go to the beach.
教学重点
和难点
1. Using formulaic expressions to describe weather.
Eg., It‟s sunny.
2. Asking questions to find out specific information
about weather. Eg., How is the weather?
教学媒体
Pictures, , Cassette 1b, Cassette player
课前学生
Listening to the recording of the text.
准备
教学流程
Pre- task Activities
Activity 1
Daily talk: (Show pictures of different weather
conditions.)
T: Is it sunny?
S: No, it isn‟t.
T: How is the weather?

S: It‟s cloudy
While-task Activities
Activity 1
Have the students to do Part C „Listen and say ‟ on
Workbook P32 and say the chant in groups. Ask them to
make their own chant.
T: It is sunny. It is cloudy.
Activity 2
Have the students listen to and repeat the dialogue then
play the guessing game on P31.
S1: (Hides the picture) How is the weather?
S2: It‟s windy.
S1: No.
S2: It‟s cloudy.
S1: Yes, it‟s cloudy.
Activity 3
Have the students listen to the dialogue on P32 then act
it out in groups.
Post-task Activities
Activity 1
Show the map of different places in China and ask:
T: It‟s Beijing. How is the weather on Sunday?

S: It‟s rainy.
Activity 2
Finish project 3 “Draw and say ” on Students‟ book
P52. Then make a short dialogue.
S1: How is the weather?
S2 : It‟s sunny.
板书设计
Weather
sunny cloudy
windy rainy It‟s …
No, it‟s… Yes,
it‟s …
教学效果巩固句型，进一步拓展，将季节天气综合在一起，给学
的反馈 生操练，效果不理想，学生知识掌握不扎实，仍有部分
学生表达磕磕巴巴，还需操练。

课题
Module 3 Unit 3 Clothes
Period 1
教学目标
1. Identify the key words in an utterance by hearing
the pronunciation. e.g., -shirt, dress, shorts, blouse
2. Understand the key pattern : What do you need? I
need …
3. Use modeled sentences to communicate with

other students.
4. Pronounce the key words correctly.

教学重点
和难点
1. Using nouns to identify clothing items. E.g.,
T-shirt, dress, shorts, blouse
2. Using verbs to indicate needs. E.g., I need…
教学媒体
Pictures, , Cassette 1b, Cassette player
课前学生
Listening to the recording of the text.
准备
教学流程
Pre-task Activities
Activity 1
Show a clothes shop on the screen
and introduce the names of clothes to the students.
T: What‟s in the shop?
Look, this is a T-shirt.
That is a dress.
Today we‟ll talk about clothes.
Read the word “clothes” together
Activity 2
Show the picture of Students‟ book P34and ask:
T: Look at Dannny. He‟s wearing a T-shirt. How about
the T-shirt? Is it long or short?

S: It‟s short.
T: Yes, it‟s too short. So Danny say: “I need a new
T-shirt.”
T: And how about Alice?
Look at her dress. Is it new or old?
S: It‟s old.
T: So Alice say :”I need a new dress.”
While-task Activities
Activity 1
Have the students look at the flashcards of new words
and read after me.
Then have the students ask for the clothes.
T: (Show a card of T-shirt.)
S: Give me a T-shirt. I need a T-shirt.
Activity 2
Have the students repeat after the recording the
sentences in “Look and say” on page 34
and practice in pairs.
Activity 3
Show some pictures of clothes on the screen
and ask the students to choose the clothes they like
need.

e.g., S: I need a new dress.
I like the red dress.
Post-task Activities
Activity 1
Finish workbook P34-35
Activity 2
Have the students listen to the tape
and read the words and the text.

板书设计
Clothes
T-shirt shorts I need a new …
dress blouse I like the …
教学效果主要操练What do you need? I need…句型，并拓展到需要
的反馈 食物，玩具等，另外强调a pair of shorts的用法，感觉学
生对词汇掌握不牢固，shirt 和shorts的读音混淆。


课题
Module 3 Unit 3 Clothes
Period 2
教学目标
1. Identify the key words in an utterance by hearing
the pronunciation. e.g., T-shirt, dress, shorts, blouse
2. Understand the key pattern : What do you need? I

need …
3. Use modeled sentences to communicate with
other students.
4. Pronounce the key words correctly.

教学重点
和难点
1. Using nouns to identify clothing items. E.g.,
T-shirt, dress, shorts, blouse
2. Using verbs to indicate needs. E.g., I need…
3. Asking wh-questions to find out people neesds
4. e.g., What do you need?
教学媒体
Pictures, , Cassette 1b, Cassette player
课前学生
Listening to the recording of the text.
准备
教学流程
Pre-task Activities
Activity 1
Have the students listen to and repeat the rhyme on
Students‟ Book P 36.
To elicit the new content, ask the students some
questions about the pictures on P36.
T: What do you need?
S: I need shorts.
Activity 2

Have the students act out the dialogue on Students‟
Book P34.
Teacher acts as Mum to elicit the new pattern.
S: Mum, look! My T-shirt is short.
T: What do you need?
S: I need a new t-shirt.
While-task Activities
Activity 1
Divide the class into pairs.
Have them make a short dialogue.
S1: What do you need?
S2: I need a T-shirt.
Activity 2
Have the students listen to and repeat the rhyme on
page 36 and practice in groups.
Then ask individual student to say the rhyme.
Activity 3
Play a game according to the contents on page 35 and
make dialogues.
S1: What do you need?
S2: I need …
Post-task Activities

Activity 1
Finish workbook P36 „Chose and write‟ and „Ask and
answer‟.
Then check:
T: What do you need?
S:I need a doll.

板书设计
Clothes
What do need? I need a …
教学效果借助媒体进行Play a game，是为了进一步巩固What do
的反馈 you need?句型，整体看来，比前一节课有所进步，流利
很多。


课题
Module 3 Unit 3 Clothes
Period 3
教学目标
1. Identify the key words in an utterance by hearing
the pronunciation. e.g., T-shirt, dress, shorts, blouse
2. Understand the key pattern : What do you need? I
need …
3. Use modeled sentences to communicate with

other students.
4. Pronounce the key words correctly.
5. Use formulaic expression to express preferences.
e.g., I don‟t like… I like…
7. Using formulaic expressions to express thanks.
e.g., Thank you, Mum.
教学重点
和难点
1. Using nouns to identify clothing items. E.g.,
T-shirt, dress, shorts, blouse
2. Using verbs to indicate needs. E.g., I need…
3. Asking wh-questions to find out people neesds
4. e.g., What do you need?
5. Using formulaic expression to express
preferences. E.g., I don‟t like… I like…
6. Using formulaic expressions to express thanks.
e.g., Thank you, Mum.
教学媒体
Pictures, , Cassette 1b, Cassette player
课前学生
Listening to the recording of the text.
准备
教学流程
Pre-task Activities
Activity 1
Say the rhyme on P36 together.
Then ask individual student to say the rhyme.

Activity 2
Have the students make a dialogue according to the
content of „Play a game‟ on P35
S1: What do you need?
S2: I need a new t-shirt.
While-task Activities
Activity 1
Have the students listened to “Say and acr” .
Then practice new patterns: “I don‟t like… I like …” in
pairs.
T: Do you like this blouse?
S: I don‟t like green.
I like red.
Activity 2
Show the picture of Students‟ Book P37 on the screen.
Elicit the dialogue.
Help them understand the general idea of the dialogue.
Then have them make new dialogues and choose
several pairs to act it out.
S1: What do you need?
S2: I need a new T-shirt.
S1: Do you like the T-shirt?

S2: I don‟t like yellow. I like blue. I like this T-shirt.
S1: It‟s nice.
S2: Thank you, Mum.
Post-task Activities
Activity 1
Have the students do Task ‟Draw and say‟ on
wookbook P37.
Then have them ask and answer in pairs.
S1: What do you need for summer?
S2: I need a new T-shirt.


板书设计
Clothes
Do you like this blouse?
I don‟t like green. I like red. I like
this blouse.
教学效果本课重点I need ..I like ..I don‟t like…,在clothes shop中很
的反馈 常用的句型，在表演对话中，学生 表现的很积极，基本
上能够用好这些句型，由于时间不够，所以上台表演的
对子不多，学生似乎 很失望。

M4U1

教学目标 Teaching Targets
教学内容
Teaching
Contents
Oxford
English 1B
Module 4
Unit 1 (Period
1)
功能目标
Functional
Targets
能运用进行
简单的表达自己
的能力。
语言目标
Language
Targets
单词：
ride, skip,
play, fly
情感目标
Emotional
Targets
通过动作的
教学，培养学生勇
于表达自己的能
复习句子： 力。
What can
you do?
I can …
教学过程Teaching Procedure
Pre-task Activities
Step 1
Say a chant.
T: Let’s say the chant.
Step 2
Review the letters and words.
Step 3
Daily talk:
1) What’s your name? Nice to see you. 2) How are you? 3)
How old are you?

4) Gvie me a rubber, please. 5) What can you do?
While-task Activities
Step 1
Learn the word: ride
1 Show a picture of bicycle: I can ride a bicycle.
2 Repeat: ride ride a bicycle red read write
3 Who can ride?
Step 2
Learn the word: skip
1. What can you do?
2. I can skip. Can you skip?
3. Repeat: skip skip the rope
4. Do you like to skip?
5. Say the rhyme: Skip my rope.
Step 3
Learn the word:
play
1) Show a picture of two girls: Look! They are skiping the rope.
They are playing. (repeat and
spell)
2) I can play football. What can you
play?

3) Make a new rhyme.
Step 4
Learn the word: fly
1)Elicit: fly. You can ride a bike. You can skip a rope. You can
play football. Guess what I can do? (repeat and
spell)
2) Can you fly a kite?
3) Look at this picture: I can fly a …
kite.
Step 5
Review the words
1) Play a game: Guessing
game.
2) Pair work
Post-task Activities
Step 1
Say the rhyme by
themselves.
Play, play, play football. Skip, skip, skip a rope.
Fly, fly, fly a kite. Ride, ride, ride a bicycle.
Step 2
___Make a short dialogue:

A: Hello! I am … B: Hello! I am …
A: What can you do? B: I can …. What can you do?
A: I can … Bye. B: Bye.
板书设计Blackboard Writing
ride
skip
play
fly
课后作业 Assignments
Read the book P38-P39
Act out a new dialogue with your partner.
课后反思 Reconsideration
以前学过What can you do? 所以通过已学单词学习新的单词，ride
和 read是学生容易在形和音上混淆的单词，因此特别指出了一下，通
过边做边说的游戏巩固这几个动作 单词。


教学目标 Teaching Targets
教学内容
Teaching
Contents
功能目标
Functional
Targets
语言目标
Language
Targets
情感目标
Emotional
Targets

Oxford
English 1B
Module 4
Unit 1 (Period
2)
能运用进行
简单的表达自己
和他人的能力。
单词： 通过动作的
climb, swim
教学，培养学生勇
复习句子： 于表达自己与他
What can
heshe do?
HeShe
can …
人的能力。
教学过程Teaching Procedure
Pre-task Activities
Step 1
Say a chant.
T: Let’s say the chant.
Step 2
Review the letters and words.
Step 3
Daily talk:
1) What do you like? 2)What can you do? 3) What do you
need?
While-task Activities
Step 1
Learn the word: climb
1 Show the monkey: Look, this is a monkey. What can it

do? (climb the tree.)
2 Repeat: climb climb the tree
3 Who can climb? What can you climb?
Step 2
Learn the word: swim
1 Elicit: … can climb. I can climb,too. Guessing what I can’t
do? (swim)
2 Repeat: swim
3 Which animal can swim? Who can swim ?
4 I can swim like a fish.(action) I can swim like a …
5 Make a new rhyme.
Step 3
Learn the word:
play
1) Show a picture of two girls: Look! They are skiping the rope.
They are playing. (repeat and
spell)
2) I can play football. What can you
play?
3) Make a new rhyme.
Step 4
Learn the sentences: What can heshe do? HeShe

can …
1) Introduce yourselves. What can he she
do?
2) Elicit: He She can …. (repeat)
3) Play a game: What can he she do?
4) Pair work .
Post-task Activities
Step 1
___Make a short dialogue:
A: Hello! Who is heshe? B: She He is my ….
A: What can he do? B: He She can …
A: I can …, too. Bye. B: Bye.
板书设计Blackboard Writing
climb
swim What can heshe do? He She can ….
课后作业 Assignments
Read the book P38P40
Act out a new dialogue with your partner.
课后反思 Reconsideration

教学目标 Teaching Targets
教学内容
Teaching
Contents
Oxford English
1B
Module 4 Unit
1 (Period 3)
功能目标
Functional
Targets
能运用进行
简单的表达自己
和他人的能力。
语言目标
Language
Targets
单词：
run, walk
情感目标
Emotional
Targets
通过动作的
教学，培养学生勇
复习句子： 于表达自己与他
What can
you do?
I can …
What can
heshe do?
HeShe
can …
人的能力。
教学过程Teaching Procedure
Pre-task Activities
Step 1
Say a chant.
T: Let’s say the chant.
Step 2
Review the letters and words.
Step 3

Daily talk:
1) What do you like? 2)What can you do? 3) What can shehe
do?
While-task Activities
Step 1
Learn the word: walk
1 I ride a bicycle to school. How do you go to school?
2 Repeat: walk walk on the ground
3 Show some animals pictures and say who can walk
Step 2
Learn the word: run
1 If you are late. How do you go to school? (run )
2 Repeat; run
3 Do a competition: Who runs fast?
Step 3
Review the sentences:
1 I am a little reporter: Do a survey. What can he she do in
different age
Post-task Activities
Step 1
___Make a short dialogue:
A: Hello! I am … B: Hello! I am ….

A: What can you do? B: I can …
A: Who is heshe? B: She He is my ….
A: What can he do? B: He She can …
A: I can …, too. Bye. B: Bye.
Step 2
Do the exercise book.
板书设计Blackboard Writing
walk What can you do? I can …
run What can heshe do? He She can ….
课后作业 Assignments
Read the book P38-P41
Act out a new dialogue with
your partner.

课后反思 Reconsideration
重点学习What can shehe do ? 的句型，再通过儿歌学会四个动
作游戏的英语表达，学生很快学会儿歌。部分学生不是很熟练。

M4U2
教学目标 Teaching Targets
教学内容 功能目标 语言目标 情感目标

Teaching
Contents
Oxford
English 1B
Module 4
Functional
Targets
能运用进行
简单的进行新年
Language
Targets
单词：
gift,
Emotional
Targets
通过新年的
教学，教会学生尊
敬长辈。 的问候，了解新年
firecracker,
firework
句子：
Happy New
Year.
Unit 2 (Period
的习俗。
1)
A gift for you.
教学过程Teaching Procedure
Pre-task Activities
Step 1
Review the letters and words.
Step 2
Daily talk:
1) What can your father your mother do? 2) Can you fly a
kite? 3) What can you do?
Step 3
Make a short dialogue:
A: Hello! I am … B: Hello! I am ….
A: What can you do? B: I can …

A: Who is heshe? B: She He is my ….
A: What can he do? B: He She can …
A: I can …, too. Bye. B: Bye.
While- task Activities
Step 1
Learn the sentences: Happy New Year
1 Show the date: 1.1 (New Year)
2 Repeat: new year.
3 On this day, how can we greet to each other. (Happy New
Year)
4 Greet with each other. Happy New Year, …
Step 2
Learn the words: firecracker, firework
1. What can we see in the New Year?
2. Elicit: firecracker, firework Look, This is a firecracker.
3. Repeat: firecracker
4. What can you hear? I hear a firecracker.
5. Say the rhyme: firecracker
6. Elicit: firework. Listen, what do you hear?
(firecracker) What do you hear? (firework)
7. Repeat: firework.
8. I see the …firework.