哈尔滨职业技术学校-写老师的作文开头

清华版小学英语二年级下册教案全册
清华英语2B教材分析
本套教材力求体现新的教育思想，新的语言观和外语学习观。突出语言的交际
功能
和工具性特点，已发展语言实际能力为主线，以培养学生用英语进行交际的能
力为最终
目的;同时注意学习兴趣的培养。教学内容由浅入深，循序渐进，重点突出，
难点分散。
生词分布适当，合理重复，并根据学生的身心特点，认识水平和语言能力选择
编排语言
教材。教材体系还注意体现对听说读写的严格训练和综合运用语言能力的培
养。
本册教材供小学二年级第二学期使用，共分5个单元，每单元7课，全书共35
课。
其中每单元第七课是复习课，一有趣的教学活动复习巩固本单元所学主要内
容。每节课
后用所学词汇和句型编写歌曲辅助教学。本书使小学生在轻松愉悦、生动活泼
的教学活
动中，学会用英语说自己想说的话。
第一单元学习形状，以及如何正确地去形容生活中常见物体的形状。同时也有
5首
歌曲以及每个lesson都有pair work组织学生做对话练习。

第二单元学习表示情感与感觉的形容词和一些动物的名称以及常用的一些动
词。
第三单元主要学习表示家庭成员和亲属的名称、介绍他人以及表示职业的名词
和介
绍职业的表达方式。
第四单元学习四季的名称、每个季节里的典型气候特征、每个季节里人们喜欢
从事
的一些活动。
第五单元式故事教学。
Unit 1 Shapes
Unit Analysis:
In this unit, there are seven lessons. We can talk about different
shapes in our life. Such as circle, square, triangle, oval, rectangle,
star and so on. We can also learn some sentences about shape description
and make the students know how to use it in a correct way. Meanwhile,
five songs in this unit. It can help students learn shapes more faster.
Therefore, students should listen to the taps and follow it. They can
also do the dialogues or games with their partners in order to practice
these new words and sentences in this unit.
Unit objectives:
1. To be able to use the words correctly.
2. To be able to use the phrases correctly.
To be able to understand the sentences request and give the correct
answer. 3.

4. To be able to say sentences that learnt already in class when see
the pictures. 5. To be able to use the sentences in daily life.
6. To be able to take activities, train skills speaking, listening,
and reading. Unit Points:
1. To be able to use the words correctly.
2. To be able to use the phrases correctly.
3. To be able to understand the sentences request and give the
correct answer. Unit Difficulties:
1. To be able to say sentences that learnt already in class when see
the pictures. 2. To be able to use the sentences in daily life.
3. To be able to take activities, train skills speaking, listening,
and reading.
Lesson 1
Teaching objectives:
1. Words: circle watch ball shape pass trace
2. Phrases: in a shape of…
3. Sentences: the watch is in the shape of a circle.
Stand in a circle, please!
Let’s pass the ball!
Teaching points:
1. Words: circle, watch
2. Phrases: in a shape of...
Teaching difficulties:
Sentences: the watch is in the shape of a circle.

Stand in a circle, please!
Teaching materials:
T: watch, word card, tape, recorder. S: watch, Ss’ Book, pencil.
Teaching presentation:
Step1. Warm up
ree talk. Students talk something about their holiday. 1) F
2) Teacher asking. The teacher can ask two students something about
their holiday.
Step2. presentation.
1) Words competition.
T: Do you know the shape of a circle? Ss: Yes.
T: What is it?
S1: ball.
S2: watch.
The teacher can also guide students to speak different round objects)
(
T: Do you like the sun?
Ss: Yes.
T: What shape is the sun?
S: circle.
...
(Later the teacher can also guide students to speak more round
objects )

Step3. Learn the new words and phrases. 1) Learn the new words and
phrases: circle, watch, ball, the shape of a circle.
(1) Take out the word cards.
T: What’s this?
Ss: watch.
T: Yes. It’s watch. The watch is in the shape of a circle.
S: what’s this?
(Show a wordcard)
Ss: Ball.
T: Yes. It’s ball. The ball is in the shape of a circle.
(the teacher write these words on the blackboard: watch, ball,
circle. Then students read these words after the teacher )
Step4. Listening and imitating.
1) Teacher should ask student to open their books and look at the
pictures in section one and
two carefully.
2) Teacher play the recording of words from section one and two.
Students look at the
pictures carefully and pronounce in correct way.
3) Students listen to the recording again and read after it.
Step5. Dialogue
1) The teacher should ask the student to take out the word cards,
then ask students question.
T: What shape is this?

S: It’s a circle.
…
(teacher ask different student to answer the question)
2) The teacher take out word cards, then ask a student to be a
little teacher and ask question
to teacher.
S: What shape is this?
T: It’s a circle.
(teacher ask different students to speak this sentence)
3) Students take out word cards and practice this sentence, using
the template in section two. 4) Teacher write the new sentences on the
blackboard, then ask some students to have a
cosplay to practice their language ability.
Step6. Tracing the circle
The students should trace the circles in the pictures. It can help
students remember the shape of a circle more deeply. Then correct the
answer with their partner.
Step7. Sing a song.
1) Playing the recording, ask students to sing after the recording.
2) After finished once, the teacher should play the recording again and
sentence by sentence.
When teacher stop the recording, students should sing, and so on.
Step8. homework.

Read the main text of lesson one and remember have the signature of
your parent’s.
Blackboard design:
Lesson 1
Circle watch
in the shape of
Reflection: in order to practice more, the teacher should give more
practice time to students.
___________________________________ _________________________________
_____________ __________________________________________________ _________
_____________________________________ ___________________________________
___________ __________________________________________________ ___________
_________
Lesson 2
Teaching objectives:
1. Recognizing the shape of a square.
knowing how to describe the shape of a circle in English . 2.
Teaching points:
1. Words: square, clock
2. Phrases: in my hand in the square of …
Teaching difficulties:
1. What shape is this ?
2. It’s a square. The clock is in the shape of a square.
3. Set other examples of the shape of square.

Teaching materials:
Word cards, pictures, ppt
Teaching arrangement:
New lesson, 1 class( 35min)
Teaching contents analysis:
From page 4 to 5, this lesson is divided into five sections, all
these sections are about the shape of circle.
1. Listen, look and say.
In section one, there are two pictures with words and tapescrips. It
can help students learn
these two new words square and clock well.
2. Work in pairs.
In order to learn the new words and phrases well, there is a
dialogue in this section.
Meanwhile, students can imitate the tap pronunciation and learn how
to make a dialogue
in a correct way.
Guessing game. 3.
In this section, the whole class will join in a game. The teacher
should prepare a ball, a
clock and a watch before class. Then the teacher should ask three
students to finish this
talk. From the game, students can build their sense of confidence.
4. Trace the square in the picture.

In this section, using the tracing game makes students know the
shape of square further. 5. Listen and draw.
In this section, there are three pictures. The teacher should ask
students to listen to the
recording carefully and draw a clock, watch and ball. “ listen and
draw ”is helpful for
students’ listening.
Teaching presentation:
Step1. Warming up
1) Free talk. Students talk something is in the shape of a circle.
2) Teacher asking. The teacher can ask two students something in the
shape of a circle. And
the students should use the sentences have learned in the last class.
Step2. presentation.
1) Words competition.
T: Do you know the shape of a square?
Ss: Yes.
T: What is it?
S1: clock.
S2: box.
(The teacher can also guide students to speak different square
objects) T: Do you know desk?
Ss: Yes.
T: What shape is the desk?

S: square.
...
(Later the teacher can also guide students to speak more square
objects ) Step3. Learn the new words and phrases.
1) Learn the new words and phrases: square, clock, in my hand, in
the shape of a square
(1) Take out the word cards.
T: What’s this?
Ss: clock.
T: Yes. It’s clock. The clock is in the shape of a square.
S: what’s this?
(Show a word card)
Ss: desk.
T: Yes. It’s desk. The desk is in the shape of a square.
(the teacher write these words on the blackboard: square, clock.
Then students read these
words after the teacher)
Step4. Listening and imitating.
1) Teacher should ask student to open their books and look at the
pictures in section one and
two carefully.
2) Teacher plays the recording of words from section one and two.
Students look at the
pictures carefully and pronounce in correct way.

3) Students listen to the recording again and read after it.
Step5. Dialogue
1) The teacher should ask the student to take out the word cards,
then ask students question.
T: What shape is this?
S: It’s a square.
…
(teacher asks different student to answer the question)
5) The teacher take out word cards, then ask a student to be a
little teacher and ask question
to teacher.
S: What shape is this?
T: It’s a square.
(teacher asks different students to speak this sentence)
6) Students take out word cards and practice this sentence, using
the template in section two. 7) Teacher writes the new sentences on the
blackboard, then ask some students to have a
cosplay to practice their language ability.
Step6. Tracing the squares
The students should trace the squares in the pictures. It can help
students remember the shape of a square more deeply. Then correct the
answer with their partner.
Step7. Listen and draw.

1) Playing the recording, students should listen to the recording
and draw clock, watch and
ball.
2) After finished the drawing, the teacher should play the recording
again and sentence by
sentence. When teacher stops the recording, she should tell students
the correct way of
listening.
Step8. homework.
Read the main text of lesson two and remember have the signature of
your parent’s. Blackboard design:
Lesson 2
square clock
in the shape of Reflection: the teacher should give more reading
time to students. Pronunciation is so
important. If students can’t read , anything is useless.
Lesson 3
Teaching objectives:
1. Recognizing the shape of a triangle. 2. Knowing how to describe
the shape of a triangle in English .
Teaching points:
1. Words: triangle, cake
2. Phrases: in the shape of …
Teaching difficulties:

4. What shape is this ?
It’s a triangle. The cake is in the shape of a triangle. 5.
6. Set other examples of the shape of triangle. Teaching materials:
Word cards, pictures, ppt
Teaching arrangement:
New lesson, 1 class( 35min)
Teaching contents analysis:
From page 6 to 7, this lesson is divided into five sections, all
these sections are about the
shape of triangle.
1. Listen, look and say.
In section one, there are two pictures with words and tapescrips. It
can help students learn
these two new words triangle and cake well.
6. Work in pairs.
In order to learn the new words and phrases well, there is a
dialogue in this section.
Meanwhile, students can imitate the tap pronunciation and learn how
to make a dialogue
in a correct way.
7. Listen and number.
In this section, the teacher should play the recording and ask
students to write the right
number in each blank. This is help for students’ listening.

8. Trace the triangle in the picture.
In this section, using the tracing game makes students know the
shape of triangle further. 9. Let’s sing.
This song is about the shape of triangle. Lyrics are difficult for
students. Therefore, the
teacher should give a detailed meaning of each difficult lyric to
students. Teaching presentation:
Step1. Warming up
3) Free talk. Students talk something is in the shape of a square.
4) Teacher asking. The teacher can ask two students something in the
shape of a square. And
the students should use the sentences have learned in the last class.
Step2. presentation.
2) Words competition.
T: Do you know the shape of a triangle?
Ss: Yes.
T: What is it?
S1: cake.
S2: chocolate.
(The teacher can also guide students to speak different triangle
objects) T: Do you know bread?
Ss: Yes.
TWhat shape is the bread? :
S: triangle.

...
(Later the teacher can also guide students to speak more triangle
objects ) Step3. Learn the new words and phrases.
2) Learn the new words and phrases: triangle, cake, in the shape of
a triangle 2) Take out the word cards. (
T: What’s this?
Ss: cake.
T: Yes. It’s cake. The cake is in the shape of a triangle.
S: what’s this?
(Show a word card)
Ss: bread.
T: Yes. It’s bread. The bread is in the shape of a triangle.
(the teacher write these words on the blackboard: triangle, cake.
Then students read these words after the teacher)
Step4. Listening and imitating.
4) Teacher should ask student to open their books and look at the
pictures in section one and
two carefully.
5) Teacher plays the recording of words from section one and two.
Students look at the
pictures carefully and pronounce in correct way.
6) Students listen to the recording again and read after it.
Step5. Dialogue

2) The teacher should ask the student to take out the word cards,
then ask students question.
T: What shape is this?
S: It’s a triangle.
…
(teacher asks different student to answer the question)
1) The teacher take out word cards, then ask a student to be a
little teacher and ask question
to teacher.
S: What shape is this?
T: It’s a triangle.
(teacher asks different students to speak this sentence)
2) Students take out word cards and practice this sentence, using
the template in section two. 3) Teacher writes the new sentences on the
blackboard, then ask some students to have a
cosplay to practice their language ability.
Step6. Tracing the triangles
The students should trace the triangles in the pictures. It can help
students remember the shape of a triangle more deeply. Then correct the
answer with their partner.
Step7. Listen and number.
1) Playing the recording, students should listen to the recording
and write down the right
number.

2) After finished, the teacher should play the recording again and
sentence by sentence.
When teacher is playing the recording, she should tell students the
correct way of
listening.
Step8. homework.
Read the main text of lesson three and remember have the signature
of your parent’s.
Blackboard design:
Lesson 3
triangle cake
in the shape of
Reflection: the teacher should give more reading time to correct
students’ Pronunciation,
especially the word of triangle. Pronunciation is so important. If
students can’t read , anything is useless.
Lesson 4
Teaching objectives:
1. Word: paper, pair, scissors
2. Phrases: a piece of paper
a pair of scissors
Cut out
3. Sentences: Draw a circle on a piece of paper. Cut out the circle
with a pair of scissors. Teaching points:

1. Word: paper, pair, scissors
2. Phrases
Teaching difficulties:
1. Sentences: Draw a circle on a piece of paper.
Cut out the circle with a pair of scissors. 2. The sentences are too
long to students read smoothly.
Teaching materials:
T: paper, scissors, tape, recorder.
S: Ss’ Book, pencil, paper, scissors, color pens. Teaching
presentation:
Step1. Warm up
T: Good morning, boys and girls.
S: Good morning, Miss Gao.
on
T: Boys and girls, look my hand, can you tell me what’s in my hand?
T: Look, what’s this?
S: Circle.
T: What’s this?
S: Trianglesquarestaroval...
...
Step3. Learn new words and phrases
T: Look, what’s this?
S: It’s a piece of cake. It’s a piece of chocolate. It’s a piece
of bread.

T: What’s this? Is it a piece of bread?
S: No. it’s a piece of paper
T: Great, it’s a piece of paper.
S: Paper, a piece of paper.
T: Paper, paper. a a aeieiei. Cake, make, play, stay, shape. S:
Paper, paper. a a aeieiei. Cake, make, play, stay, shape. T: Do
you have a piece of paper?
S: Yes, we have.
T: Now draw a circle on the paper, please.
Ss drawing pictures on a piece of paper.
T: Oh, you can draw pictures on a piece of paper. What else can you
do on the paper?
S: I can write on the paper.
T: What are they?
S: Scissors.
T: Great, they are scissors. We can say: a pair of scissors. S: A
pair of scissors.
T: Now, I’m cutting out the circle. I’m cutting out the circle
with a pair of scissors. Can you
cut out the circle with a pair of scissors?
S: Yes, we can.
T: Cut out the circle, please. Cut out the circle with a pair of
scissors. S: Cut out the circle with a pair of scissors.
Ss cut out the circle...

Step4. Listen to the tape and repeat.
Step5. Practice
Chant
Cut out the circle with a pair of scissors.
Cut out the square with a pair of scissors.
Cut out the triangle with a pair of scissors.
Step6. Do part3
Step7. Let’s play.
Homework: to the tape read text 5ts.
2. Copy the words and phrases 3ts.
Blackboard design:
Lesson 4
a piece of paper
a pair of scissors
cut out
Reflection:______________________________________ ___________________
___________________________ _____________________________________________
_ __________________________________________________ _____________________
_________________________ _______________________________________________
_________________________________________________ _______________________
_____________________
Lesson 5
Teaching objectives:
1. Word: trousers, glasses

2. Phrases: A pair of shorts
A pair of trousers
A pair of glasses
3. Sentences: Mom, can I buy a new pair of trousers?
Dad, can I buy a new pair of glasses?
Not today.
Teaching points:
1. Word: trousers, glasses 2. Phrases: A pair of shorts
A pair of trousers
A pair of glasses
Teaching difficulties:
Sentences: Mom, can I buy a new pair of trousers?
Dad, can I buy a new pair of glasses?
Not today.
Teaching materials:
T: paper buck, scissors, a pair of shorts, a pair of trousers
a pair of glasses, tape, recorder. S: Ss’ Book, pencil, paper.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls. S: Good morning, Miss Gao. T: How
are you today?
S: I’m fine, thank you, and you?
T: I’m great!
on

T: Boys and girls, let’s review. What’s this?
S: It’s a bottle of watersoda. It’s a glass of beercoke.
It’s a bowl of noodlesrice. It’s a piece of cakechocolatepaper.
It’s a cup of teacoffee. It’s a box of juicemilk.
It’s a pair of scissors.
...
Step3. Learn new words and phrases T: Look, what are they?
S: It’s a pair of shoesshortspantschopsticks. T: What are they?
S: They are pants.
T: Great, do you like these pants? S: They are cool!
T: And also we have another way to call the pants: trousers.
S: Trousers.
T: Trousers, trousers. A pair of trousers. S: Trousers, trousers. A
pair of trousers. T: I have a pair of trousers; do you have a pair of
trousers?
S: Yes, I have a pair of trousers. T: What’s this?
S: A glass.
T: What are they?
S: I don’t know.
T: We call these: glasses.
S: Glasses.
T: A pair of glasses.
S: A pair of glasses.
T: I have a pair of glasses.

S: I have a pair of glasses.
Step4. Listen to the tape and repeat. Step5. New sentences
T: Look, I have got a lot of money. Do you want to go shopping with
me?
S: Yes.
T: Now, we’re in the clothes shop. What do you want to buy?
S: Can I buy a shirt?
T: Yes, you can.
S: Can I buy a pair of trousers?
T: Yes. Here is 100 Yuan. Go buy a new pair of trousers.
T: Now, we are I the glasses store. Let’s look at the glasses.
S: Can I buy a pair of glasses?
T: Not today.
Step5. Practice
Step6. Do part3
Step7. Sing a song.
1. Listen to the song.
2. Learn the new words.
3. Learn to sing the song.
Homework: to the tape read text 5ts.
2. Copy the words and phrases 3ts.
Blackboard design:
Lesson 5
shorts

a pair of trousers
glasses
Reflection:______________________ ___________________________________
___________ __________________________________________________ ___________
___________________________________ _____________________________________
_________ __________________________________________________ _____________
_________________________________ _______________________________________
_______ ______________
Lesson 6
Teaching objectives:
1. Word: socks, gloves
2. Phrases: A pair of shoes
A pair of socks
A pair of gloves
3. Sentences: Wear this pair of socks and this pair of shoes, please.
Can I wear these gloves?
No, they do not make a pair. Teaching points:
1. Word: socks, gloves
2. Phrases: A pair of shoes
A pair of socks
A pair of gloves
Teaching difficulties:
Sentences: Wear this pair of socks and this pair of shoes, please.
Can I wear these gloves?

No, they do not make a pair. Teaching materials:
T: A pair of shoessocksgloves, tape, recorder.
S: Ss’ Book, pencil.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls. S: Good morning, Miss Gao.
T: How are you today?
S: I’m fine, thank you, and you?
T: I’m great!
on
T: Boys and girls, let’s review. What’s this?
S: It’s a bottle of watersoda. It’s a glass of beercoke.
It’s a bowl of noodlesrice. It’s a piece of cakechocolatepaper.
It’s a cup of teacoffee. It’s a box of juicemilk.
It’s a pair of scissorsshortstrousersglasses.
Step3. Learn new words and phrases T: Look, what are they?
S: It’s a pair of shoesshortspantschopsticks.
T: What are they?
S: They are socks.
T: Great, do you like this pair of socks? S: They are cool!
T: Socks, socks, I have a pair of socks. S: Socks, socks, I have a
pair of socks. T: I can wear a pair of socks.
S: I can wear a pair of socks.
T: What are they? We call these: gloves. S: Gloves.

T: A pair of gloves.
S: A pair of gloves.
T: I have a pair of gloves.
S: I have a pair of gloves.
Step4. Listen to the tape and repeat. Tep5. PPT: They do not make a
pair. Show some pictures of things do not make pairs. Let students make
things in pairs. Let them
to practice sentences: They do not make a pair. Step5. New sentences
1. Review “this”, “these”
2. Sentences
T: Can I wear these shoes?
S: Yes.
T: Can I wear these shoes?
S: No, you can’t
T: No, I can’t wear these shoes. They do not make a pair.
S: They do not make a pair.
T: Can I wear these gloves?
S: No, they do not make a pair.
T: Can I wear these socks?
S: No, they do not make a pair.
Step5. Practice
Open the book, and practice with desk mate.
Tow students show their dialogue.
Step6. Do part3

Step7. Sing a song.
Homework: to the tape read text 5ts.
2. Copy the words and phrases 3ts.
Blackboard design:
Lesson 6
shoes
a pair of socks
gloves
Re flection:_________________________________________ ________________
______________________________ __________________________________________
____ __________________________________________________ __________________
____________________________ ____________________________________________
__ __________________________________________________ ____________________
_____________________
Lesson 7
Teaching objectives:
1. The words in this unit.
2. Review the sentences in this unit.
3. Can use the words and sentences in this unit to make
communication.
Teaching points:
1. The words in this unit.
2. Review the sentences in this unit.

3. Can use the words and sentences in this unit to make
communication.
Teaching difficulties:
1. Control the words and sentences in this unit. 2. Can use the
sentences in the real situations. Teaching materials:
T: Things in this unit.
S: Ss’ Book.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls.
S: Good morning, Miss Gao.
the songs in lesson1-3
Step3. Review the words and phrases this unit. T: Boys and girls,
let’s review. What’s this?
S: It’s a bottle of watersoda. It’s a glass of beercoke.
It’s a bowl of noodlesrice. It’s a piece of cakechocolatepaper.
It’s a cup of teacoffee. It’s a box of juicemilk.
It’s a pair of scissorsshortstrousersglassesshoessocks...
Step4. Review the songs in lesson5-6
Tep5. Review the sentences in this unit. Here is a glass of juice
for you. Thanks, mom. May I have a cup of tea, please? Sure, here you
are.
Can I wear a pair of trousers? . they do not make a pair. Can
I buy a pair of new shorts? today.

Step5. Make dialogues in different situations.
Homework: Listen to the tape read this unit 3ts
Blackboard design:
Lesson 7
It’s a bottle of watersoda.
It’s a glass of beercoke.
It’s a bowl of noodlesrice.
It’s a piece of cakechocolatepaper.
It’s a cup of teacoffee.
It’s a box of juicemilk.
It’s a pair of scissorsshortstrousersglassesshoessocks...
Re flection:_________________________________________ ________________
______________________________ __________________________________________
____ __________________________________________________ __________________
____________________________ ____________________________________________
__ __________________________________________________ ____________________
_____________________
Unit 2 Feelings
Unit Objectives:
1. To be able to use the words correctly.
2. To be able to use the phrases correctly.
3. To be able to understand the sentences request and give the
correct answer. 4. To be able to say sentences that learnt already in

class when see the pictures. 5. To be able to use the sentences in daily
life.
6. To be able to take activities, train skills speaking, listening,
and reading. 7. To be able to sing the songs in this unit.
Unit Points:
1. To be able to use the words correctly. 2. To be able to use the
phrases correctly. 3. To be able to understand the sentences request and
give the correct answer.
Unit Difficulties:
1. To be able to say sentences that learnt already in class when see
the pictures.
2. To be able to use the sentences in daily life. 3. To be able to
take activities, train skills speaking, listening, and reading.
Lesson 8
Teaching objectives:
1. Words: duck, swan, happy, sad, why
2. Phrases: The swan is happy.
The duck is sad.
3. Sentences: Why are you so sad, little duck?
I have no friends.
Teaching points:
1. Words: duck, swan, happy, sad, why
2. Phrases: The swan is happy. The duck is sad. Teaching
difficulties:

1. Sentences: Why are you so sad, little duck?
I have no friends.
2. The meaning of “why”.
Teaching materials:
T: pictures of class, happysad face, tape recorder. S: Ss’ Book.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls.
S: Good morning, Miss Gao.
Step2. Learn new words and phrases (Show a bird)
T: Look, what’s this?
S: It’s a bird.
T: What bird do you know?
S: Chicken.
T: Yes, a chicken is a bird. Do you know other birds?
T: What about this bird? What is it? S: DuckSwan.
T: Yes. A duckswan is a bird.
(Show happy face and sad face) T: Look, this face is happy.
S: Happy.
T: Happy, happy, I am happy.
S: Happy, happy, I am happy.
T: Is this face happy?
S: No.
T: This face is not happy. It is sad. T: I am sad. (With action)

S: I am sad. (With action)
T: How about the swanduck?
S: The swanduck is happysad. Practice with different animals.
Teacher give sticker to a good student T: Are you happy?
S1: Yes, I’m happy.
T: Why are you happy?
S1: I have a sticker.
Give another one a piece of chocolate.
T: Are you happy?
S2: Yes, I’m happy.
Ss: Why are you happy?
S2: I have a piece of chocolate.
T: I’m very happy. Do you know why I am happy?
S: No.
T: I am happy because I have friend. I have many friends. S: Friend.
T: Do you have friends? Who is your friend in this class? S3: XXX is
my friend.
S4: XXX is my friend.
S5: XXX is my friend.
T: You have friends in your class. Are you happy? S: Yes.
T: But the little duck has no friend. So it is sad. Step4. Listen to
the tape and repeat.
Step5. Practice the sentences with partner. Step7. Do part3.
Look at the picture and say the sentences. Step8. Sing a song.

Homework: to the tape read text 5ts.
2. Copy the words 3ts.
Blackboard design:
Lesson 8
swan happy
duck sad
Re flection:_________________________________________ ________________
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Lesson 9
Teaching objectives:
1. Words: dog, lion, angry
2. Phrases: taken away
3. Sentences: Why are you so angry, Mr. Lion?
The dog has taken away my bone.
Teaching points:
1. Words: dog, lion, angry

2. Phrases: taken away
Teaching difficulties:
Sentences: Why are you so angry, Mr. Lion?
The dog has taken away my bone.
Teaching materials:
T: pictures of class, happysadangry face, tape, recorder. S: Ss’
Book, pencil.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls.
S: Good morning, Miss Gao.
Step2. Learn new words and phrases
T: Look, what’s this?
S: It’s a dog.
T: What is it?
S: lion.
T: Yes. It’s a lion. What can you say about a lion?
S: A lion is big. A lion has a long tail. A lion eats rabbits. A
lion eats meat...
T: How does the doglion feel?
S: The dog is happy. The lion is angry. T: Look at the dog, the dog
is sad. Do you know why?
S: No.
T: Let’s ask the dog.

T&S: Why are you so sad?
D: I have no bone.
T: Look at the lion. The lion is so happy. Let’s ask why.
T&S: Why are you so happy?
L: I have a bone.
T: Look at the lion. The lion is so angry. Let’s ask why.
T&S: Why are you so angry?
L: The dog has taken away my bone. T: Why are you so happy, little
dog? D: I have a bone now.
Step3. Listen to the tape and repeat. Step4. Practice the sentences
with partner. S1: I am a lion, I’m so angry.
S2: Why are you so angry?
S1: The dog has taken my bone.
S3: I am a lion, I’m so angry.
S4: Why are you so angry?
S3: The dog has taken my bone.
Step5. Do part3.
Step6. Do part4.
Look at the picture and say the sentences.
Step7. Sing a song.
Homework: to the tape read text 5ts.
2. Copy the words 3ts.
Blackboard design:
Lesson 9

lion angry
taken away
Reflect ion:______________________________________________ ___________
___________________________________ _____________________________________
_________ __________________________________________________ _____________
_________________________________ _______________________________________
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Lesson 10
Teaching objectives:
1. Words: pig, wolf, chase, scared.
2. Sentences: The three little pigs are scared.
Why are you so scared, little pigs?
The big bad wolf is chasing us.
Teaching points:
Words: pig, wolf, chase, scared.
Teaching difficulties:
Sentences: The three little pigs are scared.
Why are you so scared, little pigs?
The big bad wolf is chasing us.
Teaching materials:
T: pictures of class, happysadangry face, tape, recorder. S: Ss’
Book, pencil.
Teaching presentation:

Step1. Warm up
T: Good morning, boys and girls. S: Good morning, Miss Gao.
Step2. Review
T: What’s this?
S: A happysadangry face.
T: Who is happysadangry?
S: The swan is happy. The duck is sad. The lion is angry.
Step3. Learn new words and phrases T: What animal is it? (Cover part
of pig) S: Is it a dog?
T: No.
S: Is it a pig?
T: Yes, it’s a pig.
T: How many pigs are there? S: There are three pigs.
T: How do the pigs feel? Are they happy? S: No.
T: They’re not happy. They’re scared.
S: They’re scared.
T: Scared, scared, I am scared. S: Scared, scared, I am scared. T:
The three pigs are scared. S: The three pigs are scared. T: What’s this
animal?
S: It’s a wolf.
T: He is a big bad wolf. (one student wear the headwear)
He is chasing the pigs.
T: The wolf is chasing the three pigs.
S: The wolf is chasing the three pigs.

T: Why are you so scared, little pig?
P1: The wolf is chasing me.
T: Why are you so scared, little pigs?
Ps: The wolf is chasing us.
Step3. Listen to the tape and repeat.
Step4. Practice the sentences with partner.
S1: Why are you so scared, little pigs?
S2: The big bad wolf is chasing us.
S3: Why are you so scared, little pigs?
S4: The big bad wolf is chasing us.
Step5. Do part3.
Step6. Do part4.
Look at the picture and say the sentences.
Step7. Sing a song.
Homework: to the tape read text 5ts.
2. Copy the words 3ts.
Blackboard design:
Lesson 10
pig scared
wolf chase
Reflection:______________________________________ ___________________
___________________________ _____________________________________________
_ __________________________________________________ _____________________
_________________________ _______________________________________________

__________________________________________ ______________________________
________________ _____
Lesson 11
Teaching objectives:
1. Words: horse, tired, cow, sleep. 2. Sentences: The horse is tired.
I’m so tired. I want to sleep.
The cow is tired, too.
I’m so tired. I want to sleep, too.
Teaching points:
1. Words: horse, tired, cow, sleep. Teaching difficulties:
Sentences: The horse is tired. I’m so tired. I want to sleep.
The cow is tired, too.
I’m so tired. I want to sleep, too.
Teaching materials:
T: pictures for class, tape, recorder. S: Ss’ Book, pencil.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls. S: Good morning, Miss Gao.
Step2. Review
T: What’s this?
S: A happysadangryscared face. T: Who is happysadangryscared?
S: The swan is happy. The duck is sad. The lion is angry. The pig is
scared.

Step3. Learn new words and phrases T: What animal is it? (Cover part
of horse)
S: Is it a goat?
T: No.
S: Is it a horse?
T: Yes, it’s a horse.
T: How does the horse feel? Is it happy? S: No.
T: It’s not happy. It’s tired.
S: It’s tired.
T: Tired, tired, the horse is tired. S: Tired, tired, the horse is
tired. T: Do you tired?
S: Yes, I’m tired.
T: Me, too. I’m tired, too. What can I do?
S: Sleep.
T: Yes, I want to sleep.
S: I want to sleep, too.
T: What’s this animal?
S: It’s a cow.
T: The cow is tired, too.
S: The cow is tired, too.
C: I’m tired. I want to sleep, too.
Step4. Listen to the tape and repeat. Step5. Practice the sentences
with partner. S1: The horse is tired.
S2: I’m so tired. I want to sleep.

S3: The cow is tired, too.
S4: I’m so tired. I want to sleep, too.
Step6. Do part3.
Step7. Do part4.
Step8. Sing a song.
Homework: to the tape read text 5ts.
2. Copy the words 3ts.
Blackboard design:
Lesson 11
horse tired
cow sleep
Reflection:___ __________________________________________________ ____
__________________________________________ ______________________________
________________ __________________________________________________ ______
________________________________________ ________________________________
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Lesson 12
Teaching objectives:
1. Words: deer, thirsty, river, zebra
2. Sentences: The deer is thirsty.
I drink water from the river.
The zebra is thirsty, too.
I drink water from the river, too.

Teaching points:
Words: deer, thirsty, river, zebra
Teaching difficulties:
Sentences: The deer is thirsty.
I drink water from the river.
The zebra is thirsty, too.
I drink water from the river, too.
Teaching materials:
T: pictures for class, tape, recorder.
S: Ss’ Book, pencil.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls. S: Good morning, Miss Gao.
Step2. Review
T: Who is tired?
S: The horse is tired.
T: Who is tired, too?
S: The cow is tired, too.
Step3. Learn new words and phrases T: What animal is it? (Cover part
of deer)
S: Is it a horse?
T: No.
S: Is it a deer?
T: Yes, it’s a deer.

T: How does the deer feel? Is it tired? S: No.
T: It’s not tired. It’s thirsty.
S: It’s tired.
T: Thirsty, thirsty, the deer is thirsty. S: Thirsty, thirsty, the
deer is thirsty. T: Do you thirsty?
S: Yes, I’m thirsty.
T: Me, too. I’m tired, too. What can I do?
S: Drink water.
T: Where is the water?
S: It’s in the bottle.
T: I drink water from the bottle.
S: I drink water from the bottle.
T: Where does the deer drink from? Let’s ask the deer.
D: I drink water from the river.
T: It is black and white, it’s big, it has four legs, it runs fast.
What is it?
S: Zebra.
T: Great, the zebra is thirsty, too.
Ask it: Where does it drink from.
Z: I drink water from the river, too.
Step4. Listen to the tape and repeat.
Step5. Practice the sentences with partner.
Step6. Do part3.
Say sentences in the picture.

Step7. Sing a song.
Homework: to the tape read text 5ts.
2. Copy the words 3ts.
Blackboard design:
Lesson 12
deer thirsty
zebra river
Reflection: __________________________________________________ _______
_______________________________________ _________________________________
_____________ __________________________________________________ _________
_____________________________________ ___________________________________
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Lesson 13
Teaching objectives:
1. Words: hungry, hamburger, sandwich
2. Sentences: What do you want to do, Joy? I’m hungry, so I want to
eat a hamburger.
What do you want to do, Mark? I’m hungry, so I want to eat a
sandwich.
Teaching points:
Words: hungry, hamburger, sandwich Teaching difficulties:
Sentences: What do you want to do, Joy? I’m hungry, so I want to
eat a hamburger.

What do you want to do, Mark? I’m hungry, so I want to eat a
sandwich.
Teaching materials:
T: pictures for class, tape, recorder. S: Ss’ Book, pencil.
Teaching presentation:
Step1. Warm up
T: Good morning, boys and girls. S: Good morning, Miss Gao.
Step2. Review
Sing songs in lesson11-12.
What’s missing?
Act and say.
Step3. Learn new words and phrases T: I didn’t have breakfast, so I
am so...
S: Hungry.
T: Good, I am hungry. I am so hungry. S: I am hungry. I am so hungry.
T: What’s this?
S: Hamburgersandwich.
T: Hamburger, hamburger. I like a hamburger. S: Hamburger, hamburger.
I like a hamburger. T: Sandwich, sandwich. I like a sandwich. S:
Sandwich, sandwich. I like a sandwich. T: Here is water. Here is a
hamburger. I am so hungry. I want to eat a hamburger.
T: Are you hungry or thirsty, XXX?
S1: I am thirsty.

T: You are thirsty. What do you want to do? S1: I want to drink
water.
T: Oh, you are thirsty, so you want to drink water. S1: Oh, I am
thirsty, so I want to drink water. T: What do you want to do, XXX?
S2: I am hungry, so I want to eat a hamburger. : What do you want to
do, XXX? T
S: I am hungry, so I want to eat a sandwich. Step4. Listen to the
tape and repeat. Step5. Practice the sentences with partner. S1: What do
you want to do, XXX?
S2: I am hungry, so I want to eat noodles. S2: What do you want to
do, XXX?
S1: I am thirsty, so I want to drink juice. Step6. Do part3.
Step7. Do part4.
Step8. Sing a song.
Homework: to the tape read text 5ts.
2. Copy the words 3ts.
Blackboard design:
Lesson 13
hungry hamburger sandwich
Reflection:_______________________________________ __________________
____________________________ ____________________________________________
__ __________________________________________________ ____________________
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