小学三年级作文题目-百年好合国语

深圳版小学二年级英语下册
全册教案

Primary English for China
Book 4
教学计划及要求
周
次
单 元
页
数
重 要 句 四 会 单
语 音
型 词
There’s aan…
Is there aan…?
Yes, there is . No,
there isn’t.
1-2
1My
school
1-6
语 法
重 点
教 学
要 求
an art room a Ou There
classroom a (out ,around
be 结构
computer room shout,
的陈述
a hall a playground ,
句和它
library a Mouth,
的一般
music room a mouse )
疑问句
playground
及其肯
isn’t = is not
定否定
have a look
回答
cool
Study , paint,
line up, dining
hall, eat, drink,
do,
We , at school,
well
3-4
2 At
school
7-12
What do you do
in the …?We …
and …..
We play in
the ……
5-6
What’s in
your…?There’s
aan…. Is there
aan…?Yes, there
3 My
13-18 has long
robot
arms. It has big
knees and big
feet.
What can you
see ? I can
seehear smell
19-24
a….. I see
hear smell with
my…..
Arm, head,
knee, leg,
foot(feet)
shoulder ,hand ,
Oh, dear, great,
now, again,
7-8 4 Senses
Train,
ship,
lorry,
truck,
hear,
park,
cross.
plane,
road,
van,
with,
smell,
wait,
1） 每课A、B
部分的 单
词和句子
不仅要能
流利背诵
出来，还
能默写或
听写出来；
2） 每课C、E
部分要求
Ea (ice
介词in
能流利背
cream , seat,
的运
诵并有声
read, eat ,
用。连
有色地表
Meat,
词and
演出来；
please, )
的运
用。代
3） 每天跟磁
带听当天
词we的
所学内容
用法
若干遍，
Ea(head,
用形容
周末将本
bread,
词描述
周所学内
ready,
身体部
容再听一
steady, )
分
至两遍，
have，
这是每天
has的
固定的作
用法
业；
代词it
的运用
4） 两本练习
册具体操
Ai(rain,
情态动
作：抄写
sail) ay
词can
本
(away, play)
的用法
（copybo
介词
ok）是课
with的
后在家完
运用
成相应部
1

9
5
Revision
复习前面几单元
25-28
所学的内容。 期
中小考

I like the….
Shelf, purple,
What colour is curtain,
are the….?
wardrobe, wall
6 My
It’s …They
pink, table,
10-11 29-34
room
‘re….
colour, they,
Ur ( nurse,
purple,
curtain,
turtle)
Who’s that?
That’s Mr
MrsMiss Wang.
He’sShe’s our
7 My
12-13 35-40 neighbour. Is
neighbour
shehe a…..?
Yes, heshe
, he she
isn’t.
There’s there are
(number)(animal)
8 On the
What’s your
14-15 41-46
farm favourite animal?
I like (animal)
Do you like
thisthat….?
Yes, I do .No, I
47-52
don’t.
Policeman,
nurse, shop,
Or( house,
shop assistant,
sea, shore,
snort, snore)
policewoman.
Postman, Mrs ,
neighbour,
who, don’t=do
not, new
Farm ,duck, Ar( farm ,
sheep,horse far,arm, car)
chicken, cow,
pig favourite,
animal ,hey,
stop
分，应定
期上交批
阅，活动
手册在课
用形容
堂上完
词描述
成，并立
物体.代
即 检查正
词it,
误；
they的
运用.问
5） 课前一定
要预习，
物体颜
课后一定
色
要复习。
代词
he ,she
的运用
一般疑
问句和
它的肯
定否定
回答
名词的
单复数
动词
like的
运用
16-17 9 Clothes
Clothes , dress, Ir(girl ,
用形容
hat, shirt, shirt, bird,
词描述
T-shirt, skirt, skirt)
服装
coat, scarf,
代词
excuse, excuse this,that
me, sure
的运用

10
18-19
Revision
19-20





复习下半学期所
53-56
学内容。单元测
试

期末总复习、期
末考试

第1课时
2

课 题
Unit 1 My school

New words: room, library, hall, music, art, playground
Sentence patterns: This is … There is a an …
教 学

目 标
教重点
材
分
析
难点
教具

New words: room, library, hall, music, art,
playground
Sentence patterns: This is … There is a an …
Word cards, picture, tape-recorder
3

教




学




过




程
I. Free talk
Ⅱ. Presentation
1. Bring in a picture of a school and photos or pictures of the
different rooms taught in the Unit.
2. ( Books closed ) Show the picture of you the school,
saying This is my school. Give individual pupils the
picture and ask them to repeat the sentence.
3. Show the pictures of the different rooms in the school.
Say their names and ask the pupils to repeat them after me
Then practise by showing a room and asking the pupils to
tell me the name.
4. Choose a picture and point to something in the picture the
pupils know, e. g. a tree, a well-known room and say
There’s aan …Show the picture to individual pupils and
ask them to point to the object and repeat the sentence.
Point to other known items in the picture and encourage
them to make sentences about them.
5. Play the Pupil’s Book Cassette and point to the speech
bubble. Ask the pupils to repeat after the beeps.
Ⅲ. Practice
1. ( Books open ) Show Transparency. Point to the places in
the school on the page, saying There’s a classroom, etc.
Encourage the pupils to repeat the sentences after you.
2. Introduce the new character, Mike. Explain that Tim is
showing Mike a picture of his school. Teach the pupils the
name of the school ( No. 1 Primary School ).

4

教



学



过



程
3. Read Tim’s speech bubble. Get the pupils to point to the
correct places. Make sentences about the other places
using There’s aan …
4. Encourage the pupils to make sentences by using there is
a an… while I point to the places in the picture.
5. Get the pupils to look at each of the rooms. Point at an
object in a room and say There’s a …

1. Copybook 1

板
Unit 1 My school
words
(picture cards)
This is my school.
There’s an art room.
There’s a library.

布
2. Workbook 1
置
作
3. Write the new
书
words on the
设
计 业
notebook.
教
1. Teaching new words with motions impresses pupils.
学
后
2. Using ‘a’ and ‘an’ should be emphasized.
记
3. Pupils feel hard in pronouncing the words library, hall, and
playground
.




5

第2课时
课 题
教 学

目 标



Unit 1 My school
New words: art room, music room, hall, library …
Sentence patterns: Welcome to … Is there a …
Yes, there is. No, there isn’t.
New words: art room, music room, hall, library…
Sentences: Is there a … Yes, there is. No, there isn’t.
Word cards, picture, tape- recorder

Ⅰ. Free talk
Ⅱ. Presentation
Make a plan of your school with the places marked on it.
The plan does not need to have the English names written
on it.
( Books closed ) Show the pupils a plan of your school with
the places marked on it, revising the English names for
the places.
Point to the plan and ask, for example, Is there a music
room? Ask a pupil to come out and point to the place
named and say Yes, there is. Ask about a place not in the
school, e.g. Is there a swimming pool? Is there a zoo?
Then teach No, there isn’t.
4. ( Books open ) Show Transparency. Play the Pupil’s Book
Cassette and ask the pupils to repeat the characters’ words
after the beeps.
Ⅲ. Practice
6

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

ok 2
ok 2

we
today.
what
learned

Unit1 My school
Welcome to my school!
Is there a …
Is there an …
Yes, there , there isn’t.

1. Practice the sentence with the plans of different school,
doing a survey, or drawing a plan of pupils’ ideal school may
enable the lesson more interesting.
2. Pupils need to be remind to add a ‘a’ in the sentence.






7

第3课时

教 学

目 标
Unit 1 My school
New words: can’t cool
Sentence patterns: Come and have a look.
Is there aan …?
Yes, there is. No, there isn’t.



Picture cards, tape- recorder
Ⅰ. Free talk
What’s in your classroom?
Is there a computer?
Yes, there is. No, there isn’t
What’s on your desk?
Is there a pencil case?
…
Ⅱ. Presentation
1. Point to the characters in the pictures and read their speech bubbles
aloud. Ask the pupils to point to the speech bubbles as you read
them.
2. Play the Pupil’s Book Cassette for the pupils and ask them to say
the sentences after the cassette.
3. Explain that the man in the story is the school principal.
4. Ask questions about what the boy can do, e. g. Can he sing ?
Encourage the pupils to answer Yes, he can. No, he can’t.
Words and sentence patterns
Sentence patterns: Is there aan… Yes, ... No, …
8

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

1. Pupils have difficulty in understanding ‘come and have a look’, so they need to
be told the meaning and some situations and some practice are needed.
2. Pupils have fun in reading the story imitating the record.
With the guidance of the teacher, better pupils can retell the story---- feel delighted







9

第4课时

教 学

目 标



Unit 1 My school
The pronunciation of “ou” in the following words: out,
around, shout, playground
sound “ou” in the words: around, shout, playground
sound “ou” in the words: around, shout, playground
Picture cards, tape- recorder

Ⅰ.Free talk
What’s in your pencil case?
Is there a rubber?
Is there a ruler?
Yes, there is. No, there isn’t.
Are there any pencils?
Yes, there are. No, there aren’t.
Ⅱ. Presentation ( E. say the sound and the words.)
1. Play the Pupil’s Book cassette and ask the pupils to listen
to the sound and the words. Point out the spelling of this
sound. It is important that the pupils realize the vowel
sound is spelt with two letters. Demonstrate how to make
the sound and get the pupils to look a t your face while
doing so. Check that the pupils are opening their mouths
sufficiently and making the sound correctly.
2. Say the words slowly and clearly. Check that the pupils
are saying the sound correctly.
10

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


1. Copybook P4

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





11

第5课时

教 学

目 标



Unit 1 My school
Get Ss to be more familiar with the words and the
sentence patterns “There be” “ Is there aan …” “Yes,
there isNo, … ”
Words and sentence patterns Is there aan … Yes, ..No,..
Words and sentence patterns Is there aan … Yes, ..No,..
Word cards, pictures and tape-recorder

Ⅰ. Free talk
What’s in your room?
Is there a big TV?
Is there a computer?
Is there a fan?
Yes, there is. No, there isn’t.
Ⅱ. Revision
1. Review the word
classroom, library, hall, music room, art room,
playground…
2. Choose some students to spell the words, and choose some
able students, make sentences with these words.
Ⅲ. Presentation ( F. Look and do. P.5)
1. Tell the pupils to work in pairs. One should be Student A
and the other one Student B. ask all the pupils who are
student A to put up their hands. Repeat with the pupils
who are Student B.
12

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


1. Workbook P5

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







13

第6课时

教 学

目 标
Unit 1 My school
Consolidate all the new words and sentence patterns of
Unit 1
Part G: Sing the songs
The words and sentence patterns in unit1
Sentence patterns in unit1
Word cards, picture cards, tape-recorder, projector




I. Free talk
What’s the weather like today?
Is there a computer in the classroom?
Are there any fans in the classroom?
How many fans in the classroom?
Ⅱ. Revision
1. Review the new words
art room, library, hall, music room, playground,
classroom, computer room, music room, around, shout
2. Review sentence patterns.
This is my school. There’s an art room. There’s a library.
Welcome to my school!
Is there a library?
Yes, there is. No, there isn’t.
Ⅲ. Sing and play
1. Play the Pupil’s Book Cassette for the pupils to listen to
the song.
14

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

the

Unit 1 My school
There is an art room
In my school,
In my school,
There’s an art room in …
My school’s cool.

words and Part
A,B,C,D,E,F.
e Unit 2






15

第1课时


Unit 2 At school (Ⅰ)
New words: study, paint, line up, dining hall, eat,
drink…
Sentence patterns: Let’s …



New words: study, paint, line up, dining hall, drink …
Sentence patterns: Let’s …
Word cards, picture, tape-recorder

Ⅰ. Free talk
What can you do?
Can you run?
Can you jump?
Can you dance?
Ⅱ. Presentation
1. Revise with the pupils the verbs they learned in Pupil’s
Book Unit 3 (run, dance, jump, sing, read, write). Do
actions for run, dance, jump, sing, read and write and
have the pupils repeat the words after you. Then
encourage the pupils to do the actions with you by
saying, for example, Let’s run.
2. Teach the new words with actions to demonstrate their
meanings. For example, open more than one book, and
make notes for study, draw a paintbrush and pretend to
paint, get a few pupils to line up, mime eat and drink and
gently throw a ball to a pupil, saying Let’s play.
16

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

3. Copybook 5
4. Workbook 6
3. Write the new
words on the
notebook.

Unit 2 At school
words
(picture cards)
Let’s study.
Let’s paint.
Let’s line up.

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





17

第2课时


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



New words: sing, play, study …
Sentence patterns: What do you do in the …? We … and
Word cards, picture, tape-recorder
Ⅰ. Greeting
How are you today?
Is there a library in the school?
Can we shout in the library?
Ⅱ. Presentation
1. Bring in the plan of the school again.
2. Point to an appropriate room on the plan. Make sentences about what
the pupils do in the room. For example, say We study in the classroom.
3. Drill the pupils by asking about the different rooms, e.g. What do you
do in the dining hall? Encourage the more able pupils to use more
than one verb by saying And? With rising intonation after they have
told you one thing they do, e.g. S: We eat. T: And? S: We drink.
4. Show Transparency and play the tape. Point to the speech bubbles and
get the pupils to repeat the sentences after the beeps.
18

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





19

第3课时


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



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

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

21

第4课时


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



Picture cards, word cards, tape-recorder
Ⅰ. Greeting
What’s your favourite food?
Do you like apple?
Do you like ice cream?
Ⅱ. Presentation
1. Play the Pupil’s Book Cassette and ask the pupils to listen to the
sound and the words.
2. Point out the spelling of this sound. It is important that the pupils
realize the vowel sound is spelt with two letters.
3. Say the words slowly and clearly. Check that the pupils are saying
the sounds correctly.
4. Point to the pictures and check that the pupils to listen to the rhyme
and point to the children. Ask the pupils to read what is written on
the wrappers of each child’s ice cream. Tell them to circle the
winner. Get the pupils to say the rhyme.
pronunciation ea in the words: ice cream, seat, read, eat
pronunciation ea in the words: ice cream, seat, read, eat
22

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






23

第5课时


Unit 2 At school (Ⅴ)
Get pupils to be more familiar with the words and the
sentence patterns “ What do you do in the …?” “We …
and …” …



words and the sentence patterns “ What do you do …?”
words and the sentence patterns “ What do you do …?”
word cards,
tape-recorder
pictures and

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

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

ok 10

words
what
we
today.
learned
the

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







25

第6课时


Unit 2 At school (Ⅵ)
Consolidate all the new words and sentence patterns of
Unit 2
Sing the songs



New words and sentence patterns
Sentence patterns
Word cards, picture cards, tape-recorder

Ⅰ. Greeting
What do you do in the home?
I do my homework.
I eat and drink. I play, too.
Ⅱ. Revision
2. Review the new words
study, paint, line up, dining hall, eat, drink, do, we
at school, well
2. Review sentence patterns.
What do you do in the playground?
We line up and sing. We play, too.
What do you do in the classroom?
We study.
What do you do in the dining hall?
We eat and drink.
What do you do in the art room?
We paint and draw.
26

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

1. Review
unit.
2. Recite PartA
and PartB
3. Prepare Unit3
the







27

第1课时


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



Word cards, picture, tape-recorder
Ⅰ.Free talk
What’s the weather like today?
Is there a computer in the classroom?
Where’s the computer?
Is it on the desk?
Ⅱ. Presentation
1. Introduce the parts of the body by pointing to your own body parts
and saying the names.
2. Draw a simple robot on the board. Label the robot and its body
parts.
3. Drill the names by getting the pupils to point to their own body
parts when you say the names.
4. Check that the pupils remember by pointing to your body parts and
getting the pupils to say the names.
5. Show Transparency. Play the Pupil’s Book Cassette and ask the
pupils to repeat the words in the speech bubbles after the beeps. Do
the same with the vocabulary items.
New words: arm, head, knee, leg, foot, shoulder, hand...
Sentence patterns: What’s in your …? There’s aan …
28

Ⅲ. Practice
1. Show Transparency. Show the robots on the shelf above the man’s
head. Ask What’s this? Encourage the pupils to answer It’s a robot.
2. Point to the box. Tell them that pieces of Tim’s robot are in the box.
3. Read the speech bubbles. Get the pupils to point to the correct body
parts in Tim’s box.
4. Point to the body parts or say their names and get the pupils to ask Is
there a …?
5. Divide the class into two halves. Point to or say the names of the
body parts. Tell half the class to ask the question Is there a …? Tell
the other half to replay Yes, there , there isn’t. Try to catch the
class out by sometimes saying words like a car, a kite, a doll, etc.
exchange the roles so half the other half of the class become the
questions.
1. Copybook 9
2. Workbook 11
3. Write the new
words on the
notebook.
Unit3 My robot
New words
(picture cards)
What’s in your bag?
There’s a an…
Is there aan…

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





29

第2课时


Unit 3 My robot (Ⅱ)
New words: bigsmall, longshort …
Sentence patterns: It has …



Word cards, picture cards, tape- recorder
Ⅰ. Greeting
Ⅱ. Presentation
1. Draw two pictures of the same body part on the board. Make one
big and one small. Point to and talk about the pictures, saying, e.g.
This is a big head. This is a small…
2. Now draw two contrasting robots, i.e. one has a big head and the
other has a small head etc. Talk about the robots, for example,
Look at this robot. It has a big head. Look at this robot. It has a
small head.
3. Point to the robots’ arms or legs. Count them. Tell the pupils there
are two. Remind them to say and write the ‘s’ at the end of plural
nouns. Write on the board, two arms, two legs. Say it has two
arms. It has two legs. Point out the plural of foot (feet).
4. Revise the adjectives long and short by pointing to the arms and
legs of the two robots. Make sentences like It has long arms. It
has short legs.
New words: bigsmall, longshort …
Sentence patterns: It has …
30

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

sentences
the
we
Unit 3 My robot
Look at my robot.
It has a big head.
It has long arms.
It has short legs.
It has big knees and big feet.
learned today.
More pictures should be given to practise, not only the robot, but the
bears or the doll, even pictures of a man.
Revision: fatthin, tallshort, bigsmall, long short





31

第3课时


Unit 3 My robot (Ⅲ)
The words: dear, sir, great, again…
The sentence patterns of “Look at …?” , “It has …”



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

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





33

第4课时


Unit 3 My robot (Ⅳ)

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



Pronunciation “ea” in the words: head, bread, ready…
Pronunciation “ea” in the words: head, bread, ready…
Picture cards, word cards, tape-recorder

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

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

1. Copybook 12

2. Workbook 14
3. Write what we
learned today.

ea
Unit3 My robot
head bread
ready steady






35

第5课时


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



words and the sentence patterns “It has …”
words and the sentence patterns “It has …”
Word cards, pictures and tape-recorder

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

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


1. Review the

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






37

第6课时


Unit 3 My robot (Ⅵ)
Consolidate all the new words and sentence patterns of
Unit 3
Sing the songs



New words and sentence patterns
Sentence patterns
Word cards, picture cards, tape-recorder

Ⅰ. Free talk
What’s on the desk?
Is there a book?
Are there any chalks?
What does the boy look like?
He has …. He has…. He has ….
What does the girl look like?
She’s pretty. She has…
Ⅱ. Revision
3. Revision the new words
arm, head, knee, leg, foot(foot), shoulder, hand, oh, dear
great, now, again big small long short tall…
4. Review sentence patterns.
What’s in your box?
There’s an arm.
Is there a head?
Yes, there is.
38

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

1. Review
words.
2. Recite
A,B.
Part
the

Unit 3 My robot
He has big eyes.
She has small ears.
It has fat arms.
It has thin legs.






39

第1课时


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



Word cards, picture, tape-recorder
Ⅰ. Greeting
What’s the weather like today?
It is fine.
III. Presentation
1. Bring in some pictures of train, plane, truck, van, lorry and ship.
2. Introduce the names of the vehicles using the pictures. Write the
names on the board.
3. Drill the words by asking the pupils to point to the correct picture.
Then point to the pictures and ask the pupils to tell you the names.
4. Revise I can … by showing and telling the pupils that you can
jump or run. Point to your eyes making them very wide open and
say I can see. Close your eyes and cover them with your hands
saying I can’t see. Write I can see on the board. Ask the pupils to
repeat your actions and make appropriate sentences.
New words: train, plane, ship, toad, lorry, van, truck …
Sentence patterns: What can you see? I can see …
40

5. Show the vehicles one by one and ask the pupils What can you
see? Encourage them to answer I can see a …
6. Show Transparency. Play the Pupil’s Book Cassette and point to
the speech bubbles. Ask the pupils to repeat after the beeps. Do the
same with the vocabulary items.
IV. Practice
1. (Book open.) Ask the pupils to look at their books, and then make
sentences using I can see a… for the other vehicles and things. Get
them to point to the correct pictures.
2. Ask the pupils to take turns to role-play the children in the picture.
V. Summary
Say the new words again. And then ask some pupils to match the
words and the pictures by sticking the pictures under the words.
4. Copybook 13
5. Workbook 16
3. Write the new
words
notebook.
on the
Unit 4 Senses
new words
(picture cards)
What can you see?
I can see a plane.
I can see …
1. Pupils may ask the teacher differences between lorry and truck, so
presenting the words by photos or model helps them understand.
Sum up words of vehicle: plane, ship, train, van, lorry, truck, bus, car,
school bus, minibus, taxi, bike, MTR







41

第2课时


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



Word cards, picture cards, tape-recorder
Ⅰ. Sing a song.
Ⅱ. Free talk
Is there a computer in the classroom?
What can you see on the desk?
III. Presentation
1. Bring in a cut orange and a toy car, train or truck. The toy must be
one that makes a notes.
2. Draw a face on the board. Point to and revise the words eyes, ears
and nose from Pupil’s Book 1.
3. Revise I can see a … by making sentences about some of the
objects in the classroom. e.g. a desk, a chair, a window, a board and
a door. Point to your eyes and say I see with my eyes. I can see a
student.
4. Show the pupils the toy. Make a noise with it. Point to your ears.
Say e.g. I hear with my ears. I can hear a car. Make the noise
again and encourage the pupils to repeat the sentences.
New words: hear, smell, see …
Sentence patterns: I … with my …, I can see a …
42

5. Show the pupils the cut orange and gesture to them to smell it.
Point to your nose. Say I smell with my nose. I can smell the
orange.
6. Say sentences with I can smellhearsee with my … Ask the pupils
to point to the appropriate organ of sense. Write smell –nose, hear
–ears, see –eyes on the board.
Ⅲ. Practice
1. Show Transparency and play the Pupil’s Book Cassette. The pupils
listen and follow in their books. Continue to play the cassette and
ask the pupils to repeat the words after the beeps.
2. Show the pupils the small pictures of other thing that the characters
can hear, smell, and see and help the pupils to complete the
sentences about them.
3. Ask the pupils to work in groups of three to complete the
conversation. And then take turns to role-play.
1. Review PartB by
listening and
Unit 4 Senses
I hear with my ears.
I see with my eyes.
I smell with my nose.
follow the tape.
2. Copybook 14
3. Workbook 17
Practicing the sentence with the help objects, CAI arouses
pupils’ interest successfully.
The difficulty: with







43

第3课时


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



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

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





45

第4课时


Unit 4 Senses ( Ⅳ )
The pronunciation of “ai, ay” in the following words:
rain, sail, away, play



pronunciation of ai,ay in the words: rain, sail, away, play
pronunciation of ai,ay in the words: rain, sail, away, play
Picture cards, word cards, tape-recorder

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

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


ok 16
ok 19
what
we
today.
learned

Unit 4 Senses
ai rain sail

ay away play







47

第5课时


Unit 4 Senses ( Ⅴ )

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



Sentence patterns What can you see? I can seehear …
Sentence patterns What can you see? I can seehear …
Word cards, pictures and tape- recorder

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

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

Ⅲ. Presentation ( F. Look and do. P.23)
1. Show the pupils Picture A and Picture B. Ask them to
look at the things in the pictures and give you some
examples of things they can see, hear and smell.
48

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


1. Workbook 20

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






49

第6课时


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



New words and sentence patterns
Sentence patterns
Word cards, picture cards, tape-recorder

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

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

Ⅳ. Summary
Words and sentences.


sentences
unit1-unit4.
2. Prepare Unit 5
the

in
Unit 4 Senses
I can see a ship with my eyes.
I can hear a dog with my ears.
I can smell a pizza with my nose.
I see, hear and smell things
Every day.


words and the






51

第1课时


Unit 5 Revision (Ⅰ)
Consolidate the words and the sentence patterns in
unit1-4.
Master the main language points.



Words and the sentence patterns
The main language points
Tape-recorder Transparency projector

Ⅰ. Greeting
How are you?
What’s the weather like today?
Is there a playground in our school?
What do you do in the playground?
…
Ⅱ. Presentation
A. Listen, read and tick ( ) or cross ( ) (P.25)
1. Play the Pupil’s Book Cassette. Show Transparency. Ask
the pupils to repeat the sentences after the cassette.
2. Explain that the boy is talking to his mother about a new
school.
3. Show them the list he is writing in picture 3. Demonstrate
how to write ticks or crosses in the boxes in the list by
reading the sentences in the speech bubbles in picture 1.
4. Tell the pupils to complete the list. Use Transparency to
check the pupils’ answers.
52

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

1. Copybook
P17
2. Write the
sentences in
partA on the
note book.

Unit 5 Revision
What’s in the school?
Is there a dining hall?
Yes, there is. No, there isn’t.
What do you do in the …?
We play.






53

第2课时


Unit 5 Revision (Ⅱ)

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


The sentence patterns
Master the main language points
Tape-recorder Transparency projector


Ⅰ. Greeting
How are you? What do you do in the art room?
Ⅱ. Revision
1. review the words and have a dictation
2. repetition of the sentence patterns
Ⅲ. Presentation: Listen, read and tick( ).(P.27)
1. Play the Pupil’s Book Cassette. Show Transparency. Ask
the pupils to repeat the lines after the cassette.
2. Show the pupils the small pictures on the right side of the
page . Tell the pupils to tick the correct boxes according
to the rhyme.
3. Ask the pupils to read the rhyme again. Using the
information in the rhyme they colour the correct robot.
Ⅳ. More to do
The more able pupils could change the adjectives in the
rhyme to suit the robot they made in Unit 3 (page 17). They
show their robot to the class and say the new rhyme.
54

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

1. Copybook
P18
2. Write the
sentences in
partB on the
note book.

Unit 5 Revision
I see with my eyes.
I can see a road.
I hear with my ears.
I can hear a plane.
I smell with my nose.






55

第3课时


Unit 5 Revision(III)


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



The sentence patterns
Master the main language points
Tape- recorder Transparency projector

I. Sing a song.
II. Free talk.
How are you?
How old are you?
What’s the weather like today?
…
III. Look and do(Workbook)
1. Read the words and circle the correct pictures.
1) Ask the pupils to read the words on the left and the
pictures on the right.
2) Ask the pupils to circle the correct pictures.
3) Check the answers by asking some students to say the
answers.
Answers:
1 a 2 c 3c 4 b 5 c 6 b 7 b 8a 9 b 10 a
IV. Listen and put a tick or a cross in each box.
1. Ask the pupils to look at the pictures and listen to the tape.
56

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

1. Write the

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

unit1-2 on the
Recite the
words.





57

第4课时


Unit 5 Revision(IV)

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



The sentence patterns
Master the main language points
Tape- recorder Transparency projector

I. Greeting
T: Good morning. S: Good morning.
T: How are you? S: Fine. Thank.
T: What’s the weather like today? S: It is…
T: Do you like it? S: Yes, I do. No I don’t.
…
II. Sing an English song.
III. Practice
Workbook(P.25 and P.26)
1. Ask the students to listen to the tape and then circle the
words that contain the sound they hear.
2. Listen again and check the answers.
Tapescript and answers:
1 ou(playground) 2 ea(head) 3 ay(play)
4 ea(read) 5 ai(train) 6 ea(eat)
7 ou(mouth) 8 ea(ice cream)
58

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

1. Write the

Unit 5 Revision
We borrow books from the library.
We play football on the playground.
We read and write in the classroom.
We study in the library.

words in unit3-4
on the note book.
2. Recite the
words.






59

第5课时


Unit 5 Revision(V)

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



The sentence patterns
Master the main language points
Tape- recorder Transparency projector

I. Sing an English song.
II. Free talk
A: Hello. B: Hello.
A: How do you come to school? B: And you?
A: What does your mother do? B: What about your father?
A: Is there a music room in our school? B: Yes, there is.
…
III. Listen and choose the sentences you hear.
( ) 1. A. Welcome home!
B. Welcome to our classroom!
C. Welcome to our school!
( ) 2. A. Is there a dining hall in your school?
B. Is there a computer room in your school?
C. Is there a computer in your classroom?
( ) 3. A. Your school is big.
B. Your swimming pool is big.
C. Your playground is big.
60

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

Review
words
sentences
unit1-4.
the

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







61

第6课时


Unit 5 Revision(VI)

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



The sentence patterns
Master the main language points
Tape- recorder Transparency projector

I. Free talk
A: Hello. B: Hello.
A: How do you come to school? B: And you?
A: What do you get up? B: What about you?
A: Are there any desks in our classroom?
B: Yes, there are.
II. Sing an English song
III. Tick the correct answers.
1. What’s in the box?
It’s big.
Here are your apples.
There are five apples.
2. Is there a robot?
Yes, there is.
No, I can’t.
No, it isn’t.
62

3. I see with my eyes,
What can you see?
What do you do with your eyes?
What’s this?
4. Can you smell cakes?
Yes, please.
No, thank you.
No, I can’t.
IV. Fill in the blanks with the correct words.
1. My brother has a big_____(deah).
2. _____ (hatws) in your box, Jenny?
3. _____ (hist) is my robot.
4. _____ (hankt) you, Miss Li.
5. I can_____(pelh) you, Koko.
6. My robot has _____ (inth) legs.
V. Sum up the main point.
Review
words
sentences
unit1-4.
the

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







63

第1课时


Unit 6 My room (Ⅰ)
New words: shelf curtain wardrobe wall pink table purple…
Sentence patterns: I like the … What color isare the …?



New words: shelf curtain wardrobe wall purple pink…
Sentence patterns: I like the … What color isare the …?
Word cards, picture, tape- recorder projector
Ⅰ. Sing a song
II. Free talk
A: How are you? B: Fine, thank you. And you? A: Me
too. What’ your mother? B: My mother is a …
A: When do you get up? B: I get up at…
III. Presentation
1. Make labels to put on furniture that you may have in the classroom,
e.g. a shelf, a wall, curtains, a table. Bring in pictures of the items
that you don’t have in your classroom.
2. Point to a wardrobe, a shelf, a wall, curtains and a table in the
pictures or in the classroom. attach the labels to the objects. Read
the names of the items with the pupils.
3. Take the labels off again and see if the pupils can put them back
correctly.
4. Ask the pupils How many walls are there in the classroom? Write
the word walls on the blackboard.
64

Count the walls and the other objects writing plural nouns on the
board if appropriate.
5. Show Transparency. Play the Pupil’s Book Cassette and ask the
pupils to repeat the sentences in the speech bubbles after the beeps.
Do the same with the vocabulary items.
IV. Practice
1. Point to the furniture on the page asking What can you see?
Encourage the pupils to answer I can see(a)…(s)…
2. Revise the colors by pointing to one object saying, e.g. This is green.
Etc. Teach the new color words pink and purple.
3. Read the children’s speech bubbles. Get the pupils to point to the
correct objects.
4. Point to other objects and get the pupils to talk about the color and
the object saying, e.g. I like the blue shelf.
6. Copybook 20
7. Workbook 29
3. Write the new
words on the

Unit 6 My room
New words
(picture cards)
I like the pink wardrobe.
I like the purple curtains.
exercises book.
1. It’s successful to attract pupils’ attention by presenting all the new
words in a picture. While practicing, pupils have fun in coloring the
picture and talking about theirs own picture.
Through the influence of praising pupils’ self-discipline directly and
betimes, the classroom management become more effective.





65

第2课时


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



Word cards, picture cards, tape-recorder projector
Ⅰ. Greeting
Ⅱ. Sing a song.
III. Presentation
1. Revise some of the objects in the classroom by asking the pupils to
put the labels on them, e.g. a desk, a chair, a window, walls, the
door, curtains and a table.
2. Point to a singular object with a clearly defined color. Say Look at
the … What color is the …? It’s … Write on the board the question
What color is the …? And the answer It’s … Ask How many …(s)
are there? When the pupils tell you One, circle the It in the answer.
3. Repeat the process with the walls, curtains, desks or chairs, writing
the question and answer on the board and circling They’re. Show
the pupils that They’re is short for They are.
IV. Practice
1. Show Transparency and play the Pupil’s Book Cassette.
New words: colour they
sentence patterns What color isare the ...? It’s …They’re
66

The pupils listen and follow in their books. Continue to play the
cassette and ask the pupils to repeat the words after the beeps.
2. Point to the objects in picture 3 and ask What color isare the …?
3. Help the pupils to answer the questions about the objects in picture 3
using It’sThey’re …
4. Ask the pupils to work in pairs to role-play the conversation.
V. Play a team game.
Make two sets of labels. One set has the names of furniture written on
them and one set has colors written on them. Put the labels for the
furniture and the color labels on a desk at the front. Members from each
team take turns to choose a furniture label and a color label. A member
from the opposing team must ask What color isare the…? using the item
of furniture on the label. The team member who chose the labels must
answer.
1. Copybook 21
2. Workbook 30
the
Unit 6 My room
I have a pretty room.
What color are the walls?
They’re pink.
they’re =they are
sentences on the
note book.
1. Pupils felt shy to show their own pictures and talk about their
pictures in front of the blackboard before I praised their works. It
seems that more encouragement should be given in class.
Pupils should be told when to use they’re it’s. And more drills and
exercise is needed.




67

第3课时





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

Unit 6 My room (Ⅲ)
I like the … What colour isare …? It’s …They’re …
sentence patterns of I like the …What colour isare …?
sentence patterns of I like the …What colour isare …?
68

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




69

第4课时


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



Picture cards, word cards, tape- recorder
I. Free talk
A: How do you come to school? B: And you?
A: What do you get up? B: What about you?
A: What color are your pencils? B: They are red.
Ⅱ. Circle the correct words. (P.32)
Ask the pupils to read the story again. Read the words in the speech
bubbles with the pupils. Demonstrate how to do the first one with the
pupils as an example. Use transparency to check the answers.
Ⅲ. Say the sound and the words. (P.32)
Play the Pupil’s Book Cassette and ask the pupils to listen to the sound
and the words. Point out the spelling of this sound.
Say the words slowly and clearly. Check that the pupils are saying the
sounds correctly.
Point to the pictures and check that the pupils can say the words
without your model.
pronunciation of ur in the words: nurse, purple, curtains
pronunciation of ur in the words: nurse, purple, curtains
70

Play the Pupil’s Book cassette again. Ask the pupils to listen to the
sentence and point to the curtains and the nurse. Get the pupils to
say the sentence. Then ask the pupils to color the turtles.
Ⅳ.Workbook (P.32)
Ask the pupils to look at the top of the page and listen to the Workbook
cassette. They need to draw lines to the correct robots according to
the sound they hear on the cassette.
Tapescript and answer:
Ur ( curtains, turtle )
2. Ask the pupils to look at the bottom of the page. Tell them to look at
the pictures and fill in the blanks in the sentences. Answers: What
color is the wardrobe? It’s pink.
What color are the curtains? They’re purple.
1. Copybook 23
ok 32
and write
the words.
Unit 6 My room
nurse purple
ur
curtains turtle
The nurse has purple turtles on her curtains.






71

第5课时


Unit 6 My room (Ⅴ)
Get Ss to be more familiar with the words and the sentence
patterns “ I like the …” “What color isare the …” “ It’s …”



word cards, pictures and tape-recorder
I. Free talk
A: How do you come to school? B: And you?
A: What do you get up? B: What about you?
A: What color are your pencils? B: They are red.
Ⅱ. Word revision
1. Review the words: shelf purple curtain wardrobe wall pink
table color they
2. Choose some students to spell the words, and choose some able
students, make sentences with words.
Ⅲ. Presentation ( Look and do. P. 33 )
1. Revise the colors the pupils know by showing them colored pencils
and asking them what color is the pencil? Show the pupils the
picture of a room on page 64. tell the pupils to color the objects and
the walls and then cut out the picture.
2. tell the pupils to write the colors they have used to complete the
notes on page 33.
the words and the sentence patterns:What color isare the
the words and the sentence patterns:What color isare the
72

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





73

第6课时


Unit 6 My room (Ⅵ)
Consolidate all the new words and sentence patterns of Unit 6
Sing the songs



Word cards, picture cards, tape-recorder projector
Ⅰ. Sing a song
II. Free talk
A: What can you see?
B: I can see a table.
A: What color is the table?
B: It’s yellow. …
III. Revision
6. Review the new words
shelf purple curtain wardrobe wall pink
table color they
2. Review sentence patterns.
I like the pink wardrobe.
I like the purple curtains.
What color is the table?
It’s yellow.
What color of the walls?
They are purple.
New words and sentence patterns
Sentence patterns
74

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







75

第1课时


Unit 7 My neighbours (Ⅰ)
New words: neighbors policeman, nurse, shop, Assistant
policewoman, Mr, Mrs, Miss
Sentence patterns: MrMrsMiss…is a …
HeShe is…



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

76
new words: neighbors policeman, nurse, shop, Assistant
sentence patterns: MrMrsMiss…is a … HeShe is…

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










77

第2课时


Unit 7 My neighbors (Ⅱ)
New words: shop assistant, new , don’t=do not
Sentence patterns: Who’s thisthat? Is heshe a …?



new words: shop assistant, new , don’t=do not
sentence patterns: Who’s thisthat? Is heshe a …?
word cards, picture cards, tape-recorder, projector

Ⅰ.Free talk
What does your fathermother do? …
Ⅱ.Sing a song.
Ⅲ. Presentation
1. Ask one pupil to go outside the room and to knock on the
door. Close the door. When the pupil knocks, ask the
class Who’s that? Prompt the class to answer That’s
(name).
2. Repeat the process with several other pupils. Then ask a
pupil to stand up. Say (name) is a student. Ask the pupil
to go out. When the pupil knocks ask Who’s that? When
the pupils answer That’s (name), ask Is heshe a student?
Prompt the pupils to answer using Yes, heshe is. Write
the sentence on the board.
3. Repeat the process with a photo of another that the pupils
know. Ask Is heshe a student? Introduce No, heshe isn’t.
Write the sentence on the board.
78

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


ok P25


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






79

第3课时


Unit 7 My neighbors (Ⅲ)
Go on with the sentence patterns:
Who’s thisthat? He’sShe’s …
Is heshe a …? Yes, heshe is. No, heshe isn’t.



sentence patterns of “ Who’s thisthat?” “He’sShe’s …”
sentence patterns of “ Who’s thisthat?” “He’sShe’s …”
picture cards, tape- recorder, projector, projector

Ⅰ. Free talk
What’s the weather like?
Who’s that? That’s …
Ⅱ. Presentation
1. Point to the characters in the pictures and read their
speech bubbles aloud. Ask the pupils to point to the
speech bubbles as you read them.
2. Play the Pupil’s Book Cassette for the pupils and ask
them to say the sentences after the cassette.
3. Ask the pupils to come up and play the roles of Jane, her
mother, Mike, the children in the playground and the
nurse.
4. Ask the pupils to role-play the story in groups of six and
read the characters’ speech bubbles. Some groups may
like to come out to the front and act the story.
5. Use Storycards to revise the sequence and language of the
story.
80

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


ok P26

ok P36
PartC.
Unit 7 My neighbors
Who’s that?
That’s my aunt.
Is she a shop assistant?
Yes, she is.







81

第4课时


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



pronunciation or in the words: horse, shore, snort, snore
pronunciation or in the words: horse, shore, snort, snore
tape- recorder, projector

Ⅰ. Free talk
Hello, do you like to be a nurse?
What’s your mother?
What about your father?
Ⅱ. Say the sound and the words. ( P.38 )
1. Play the Pupil’s Book Cassette and ask the pupils to listen
to the sound and the words. Point out the spelling of this
sound.
2. Say the words slowly and clearly. Check that the pupils
are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the
words without your model.
4. Play the Pupil’s Book Cassette again. Ask the pupils to
listen to the rhyme and point to the horses. Then ask the
pupils to circle the four short horses. Get the pupils to say
the rhyme.
Ⅲ. More to do: Play a guessing game.
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1. Make separate name and job labels. Give one of each of
these randomly to several and ask them to come to the
front of the room.
2. Ask the pupils at the front to show their labels. Ask the
rest of the class to make sentences about them, e.g. That’s
Mr Wang. He’s a shop assistant.
3. Then divide the rest of the class into two teams and ask
them to close their eyes. Send one of the pupils with
labels out of the classroom briefly, and tell them to knock
on the door. Ask the pupils Who’s that? The pupils get a
point for their team if they can answer correctly That’s
MrMrsMiss … Then ask Is heshe a …? The pupils
answer Yes, heshe is or No, heshe’s a …
Ⅳ. Summary: Sum up the main point.
Who’s that? HeShe is…
What’s heshe? HeShe is a …
ok P27

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








83

第5课时


Unit 7 My neighbors (Ⅴ)

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



words and the sentence patterns Who’s that? That’s …
words and the sentence patterns Who’s that? That’s …
word cards, pictures and tape-recorder, projector

Ⅰ. Sing a song.
Ⅱ. Free talk
What’s the weather like today?
What’s your father? What about your mother?
Ⅲ.Word revision
1. Ask students to say and spell the words by showing some
pictures.
2. Choose some able students, make sentences with words.
IV. Presentation ( F. Look and do. P.39)
1. Before this lesson, tell the pupils to ask their parents what
jobs their neighbours do.
2. Ask the pupils to look at the small pictures at the top of
the page. Review the names of each of the jobs. Ask them
to draw a neighbor who has one of these jobs in the frame
on the page.
3. Tell the pupils to complete the sentences about the
neighbour they have drawn.
84

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

1. Write PartC

on the exercises
book.
ok P40
Unit 7 My neighbors
Who’s that?
That’s my neighbor MrMrsMiss...

He’sShe’s






85

第6课时


Unit 7 My neighbors (Ⅵ)
Consolidate all the new words and sentence patterns of
Unit 7
Sing the songs



new words and sentence patterns
sentence patterns
word cards, picture cards, tape-recorder, projector

I. Sing a song.
Ⅱ.Free talk
A: Who’s that?
B: HeShe’s my neighbor.
A: Is heshe a student?
B: Yes, heshe is.
on
7. Revision the new words by having a dictation.
2. Review sentence patterns.
Mrs Li is a nurse. She’s our neighbour.
Mr wang is a policeman. He’s our neighbour, too.
Who’s that? That’s Mr wang.
Is she a shop assistant?
No, she isn’t. She’s a nurse.
IV. Sing and play
Ask the pupils to tell you about the jobs of the people in
each of the different pictures.
86

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

1. Review the

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






87

第1课时


Unit 8 On the farm (Ⅰ)
New words: farm, duck, sheep, horse, chicken, cow,
pig …
Sentence patterns: There’sThere are (number)(animal)



new words: farm, duck, sheep, horse, chicken, cow,…
sentence patterns: There’sThere are (number)(animals)
word cards, picture, tape- recorder

Ⅰ. Sing a song
Ⅱ. Free talk
What’s the weather like?
It’s …
Do you like it?
Yes, I , I don’t.
III. Presentation
1. Bring in toy versions or pictures of the animals to be
taught in the unit. Try to have more than one of some of
the animals.
2. Introduce the animals using the toys or pictures saying
Look. There’sThere are … Write the names of the
animals on the board.
3. Pick up or point to the animals one by one and see if the
pupils can tell you the name.
4. Ask the pupils to count the animals live on a farm.
5. Tell the pupils that animals live on a farm.
88

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

1. Copybook
P28
2. Workbook
P34

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






89

第2课时


Unit 8 On the farm (Ⅱ)
New words: duck, sheep, favourite, animal …
Sentence patterns: What’s your favourite animal?
I like …



new words: duck, sheep, favourite, animal …
sentence patterns: What’s your favourite animal? I like …
word cards, picture, tape- recorder

Ⅰ. Free talk
Ⅱ. Sing a song
III. Presentation
1. Display the toy animals or pictures. Pick up one animal.
Revise the structure I have a … by making a sentence
about what you are holding, e.g. I have a pig. Now
pretend to consider a different animal to choose. Pick one
up and say, e.g. I want a cow. Holding both, say I like
cows. I like pigs. Choose between the two, putting the
cow saying I like pigs. Pigs are my favourite animal on
the board.
2. Ask a pupil to come out to the front to look at the
animals. Ask himher What’s your favorite animal?
Encourage the answer I like …s. Repeat with a few more
pupils.
Ⅲ. Practice
1. Show Transparency and play the pupil’s Book Cassette.
90

The pupils listen and follow in their books. Continue to play
the cassette and ask the pupils to repeat the words after the
beeps.
the speech bubbles with the pupils. Point out the
animals in the children’s thought bubbles and help the pupils
to complete their sentences.
the pupils to work in groups of four to complete the
conversation at the bottom of the page. The pupils answer
with their own preferences.
Ⅳ. More to do
Play a miming game. Tell the pupils you want them to mime
an animal for the others to guess. Ask for volunteers or
designate pupils to come out to the front of the classroom one
at a time to mime. The others can guess in teams or
individually.
V. Summary
ok
P29
ok
P35

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






91

第3课时

Unit 8 On the farm (III)
new words: stop about animals…
sentence patterns: What’s your favourite animal?
I like …s.
What about you?




new words: stop about animals…
sentence patterns: I like …s. What about you?
picture cards tape-recorder projector
I. Sing a song.
II. Free talk
A: What’s your favourite fruit?
B: I like …s.
A: What’s your favourite colour?
B:I like pinkpurple...
A: What’s your favourite animal?
B:I like …s.
III. Presentation.
Point to the characters in the pictures and read their speech
bubbles aloud. Ask the pupils to point to the speech
bubbles as I read them.
Play the Pupils Book Cassette for the pupils and ask them to
say the sentences after the cassette.
Ask the pupils to come up and play the roles of Pat, Tim and
the other boys.
Ask the pupils to role-play the story in groups of four and
92

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

第5课时

Unit 8 On the farm (Ⅳ)
93

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



pronunciation a in the words: farm far arm car …
pronunciation a in the words: farm far arm car …
tape-recorder, projector

Ⅰ. Free talk
Hello, do you like ducks?
What’s your favourite animals?
What about your father?
Ⅱ. Say the sound and the words. ( P.44 )
5. Play the Pupil’s Book Cassette and ask the pupils to listen
to the sound and the words. Point out the spelling of this
sound.
6. Say the words slowly and clearly. Check that the pupils
are saying the sound correctly.
7. Point to the pictures and check that the pupils can say the
words without your model.
8. Play the Pupil’s Book Cassette again. Ask the pupils to
listen to the rhyme and point to the children in the small
pictures. Revise traveling, by different forms of transport
by asking How do they come to the farm? Encourage the
pupils to answer using They come by carbus. They walk.
94

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

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

Copybook P31
Workbook P37

Unit 8 On the farm
farm far
a
arm car
Come to our farm.
Walk arm in arm.






95

第5课时


Unit 8 On the farm(Ⅴ)
Get Ss to be more familiar with the words and the
sentence patterns: What’s your favourite animal?
I like…s.



words and the sentence patterns What’s your favourite…?
words and the sentence patterns What’s your favourite…?
word cards, pictures and tape-recorder, projector

I. Word revision
1. Review the new words by showing picture cards.
2. Ask some students to make some sentences with the
words.
II. Play a guessing game.
Ask some students to come to the front to make some actions
for their favourite animals. And the others guess What’s hisher
favourite animal.
III. Look and do.(P. 45)
1. Tell the pupils to draw or stick a picture of their favourite
farm animal in the frame at the top of the page.
2. Tell the pupils to work in group of six or eight. Each
group should have a group leader.
3. Tell the group leader to find out the favourite animals of
the members of the group by asking them one by one,
What’s your favourite animal? The other pupils reply I
like..
96

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

1. Workbook
P38
2. Write the new
words on the
note book.

Unit 8 On the farm
What’s your favourite animal?
I like ducks.
What about you?
I like this horse.
How many horses?






97

第6课时


Unit 8 On the farm (Ⅵ)
Consolidate all the new words and sentence patterns of
Unit 8
Sing the songs



new words and sentence patterns
sentence patterns
word cards, picture cards, tape-recorder, projector

I. Free talk
A. What’s your favourite colour?
B. I like pink. What about you?
A. I like purple.
B. What’s your favourite food?
A. I like … Do you like fish?
B. Yes, I do. No, I don’t.
II. Word revision
1. Review the new words by showing picture cards.
2. Ask some students to make some sentences with the
words.
III. Sing a song.
IV. Presentation.(Listen, do and sing. P.46)
Revise the names of the animals shown in the small pictures,
read the words for the animal sounds under each of the
small pictures. Play the Pupil’s Book Cassette for the
pupils to listen to the song.
98

2. Ask the pupils to get into groups according to their favourite
farm animal. Then ask each pupil to make a picture of this
animal. Ask each group What’s your favorite animal?
Engcourage them to answer We like …
3. Play the cassette again and tell the pupils to show their
pictures for the correct verse. Play the cassette again and
encourage the pupils to show their pictures and join in with
the words.
V. Workbook(P.43)
Tell the pupils to read the speech bubbles on the left and
match them with the pictures on right by numbering the
correct pictures.
Answers:
a: 2 b:3 c: 4 d: 1
VI. Summary
Sum up the main point.

what

we learn today.

words
the
and
Unit 8 On the farm
What’s your favourite animal?
I like ducks.
What about you?
I like this horse. sentence patterns






99