犹大宾虚-消防器材设施

一年级英语教案设计
2012-2013年度第一学期



设计: 李爽
内容:牛津英语一年级上册
班级: 一年级(3、4、5)班


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一年级（3、4、5）班英语教学工作计划
2012-2013学年度第一学期李爽

本人这学期担任一年级（3、4、5）班 的英语教学工作。为了更好的完成本学期的教学任务
和提高学生的学习效率，制定以下教学计划。
一、 学生基本情况分析
一年级新生，面临着学习习惯，生活习惯的培养，学生的能力也各不 相同，有的上过幼儿
园，有的没有接受过任何教育，这给教学带来了很大难度。新教材难度大，对学生要 求高，
听说读写都要掌握，家长要重视和配合，共同努力培养学生的良好的学习习惯和方法。
二、 教学要求
本学期使用的教材是新教材，本套教材根据牛津英语教材
New English First! , New On
Target! 和 New Oxford English,
由上海市中小学（幼儿园）课程改革委员会和牛津大学出
版社（中国）有限 公司合作改编、为了使教材更加的适合深圳学生的实际情况，又由深圳市
教育科学研究院对现行英语教材 （牛津上海版）进行适当改编。教材提供两本书，一本学生
用书和一本活动手册。本教材一共有4个模块 ，每个模块包括三个学习单元和一个复习单
元。每一单元分Let＇s act. Let＇s talk. Let＇ｓ learn . Let＇act . Let＇s play. Let＇s enjoy六个版块。整本书教学内容与学生生活紧密联系，围绕“文具，身体部位，家庭，数
字， 动物，颜色，食物”几个话题，学习简单的交际用语。每一单元穿插字母音和形的学习。
本学期要求学生 掌握的基础知识有：
1、 学会问候语，自我介绍；
2、 部分文具得名称；
3、 学会身体部位名称；
4、 学会介绍自己的家人和朋友；
5、 学会10以内的数字和简单的水果名称；
6、 学会几种食物的名称动物的名称；
7、 学会问颜色；
8、 学会简单的祈使句；
9、 学会用what＇s this？问话。
三、 学期教学总目标：1 激发小朋友学习英语的兴趣，培养他们学习英语的积极态度，并具
有一定的语音、语调，及良好的学习习惯和英语交际的能力，为以后学习打下良好的基础。
2 能听懂、理解Let＇s act.中的句子,并能根据指令，做出动作反应。3能说Let＇s talk中
的句子,能在情景中进行简单的交流.4.能认读Let＇s learn中的单词.5 能做一些英语小游
戏。 6 能唱Let＇s enjoy中的歌谣和小诗,理解小故事。
四、 具体措施
为了能够更有效的完成以上的教学任务，并给学生打下坚实的英语基础，现制定以下几项措
施：
1. 对于单词，要求学生起码做到听、读过关，然后就是写和运用于句型当中。主要通过单词
游戏来检测。
2. 关于句型，要求他们熟练掌握书上的句式和句子并作简单的运用；对于基础较好的学生要
求他们能够灵活运用。主要通过短剧表演的形式来提高他们对于运用英语和他人沟通的兴趣
与信心。
3. 因为新教材更贴近学生的真实生活，应多鼓励他们在日常生活中运用学过的知识和他们的
朋友、家长进行沟通。
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教 学 计 划 进 度 表
（2012～2013学年度第一学期）
Module
教 学 内 容 课时数
3
3
3
1
3
3
3
1
3
3
3
1
3
3
3
1
Unit 1 Hello！
Module 1
Unit 2 My classmates
Getting to know you
Unit 3 My face
Revision 1
Unit 4 I can sing
Module 2
Unit 5 My family
My family, my friends
Unit 6 My friends
and me
Revision 2
Unit 7 Let’s count
Module 3
Unit 8 Apples, please
Unit 9 May I have a pie?
Places and activities
Revision 3
Unit 10 On the farm
Module 4
Unit 11 In the zoo
The world around us
Unit 12 In the park
Revision 4












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课 时 计 划
第 二 周 星期 一 第 2 节 2012 年 9 月 10 日
Module 1Getting to know you
Unit 1Hello!Period 1

Language
focus:
Using the key words in context
e.g., morning, afternoon
Using formulaic expressions to greet people and bid farewell
e.g., Hello. Good e.

Language
skills:
Listening
Identify the key words in an utterance by hearing the
pronunciation
e.g., morning, afternoon
Understand formulaic expressions of greetings and farewell in
context, and respond appropriately
e.g., e.
Understand a simple story with the help of pictures, puppets or
the teacher’s body language
Use formulaic expressions to greet people and bid farewell in
the appropriate context
e.g., Good e.

Speaking
Step
Pre-task
preparations
Contents
Song: Good
morning.
Methods
Listen and sing the song.
Purpose
巩固准备期学过的歌曲。
活跃课堂气氛，激发学生
学习兴趣。
Hello! I’m…
The teacher greets with the
在加师生间交流的同时操
pupils, then the pupils greet to the
练句型。
teacher.
Watch the dialogue on the screen.
创设情境，引出问候语。
Kitty, Ben, Alice and Tom meet at
激发学生学习的兴趣。
the school bus stop.
They get on the school bus. Alice
and her mum say “Goodbye.” to
each other.
通过观看动画，直观理解
意思。模仿动作，练习对
话。

While-task
procedures
Hello! Hi!
Goodbye!
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Good morning!
Watch the and
say.
Watch the and act.
根据图片提示，理解什么
时候用“morning ”
编对话，将前面学的句子
串联起来，进行表演。
熟悉本教材人物
Good afternoon!
Post-task
activities
Introduce the five friends’ name. They are DANNY ,
EDDIE, ALLICE, KITTY and TOM.
Ask the students to make short dialogues in groups. Then
巩固练习，学习歌曲，提
have the students listen to the song “Good morning” on
高学习兴趣。
page5
1. Sing the song “Good morning.”
2. Greeting to the parents in English.
1、 本堂课教学时我 有意识地根据教学内容创设情境，引出问候语，活
跃课堂气氛，从而激发学生学习兴趣。。
2、 在教学过程中采用编对话的形式，将前面学的句子串联起来，并让
学生进行表演，这样的 目的是为了更好的巩固教学内容。
3、
Homework：
Suggestion:












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课 时 计 划
第 二 周 星期 三 第 1 节 2012 年 9 月 12 日
Module 1Getting to know you
Unit 1 Hello!Period 2

Language
focus:
Using the key words in context
e.g., morning, afternoon
Using formulaic expressions to greet people and bid farewell
e.g., Hello. Good e.

Language
skills:
Listening
Identify the key words in an utterance by hearing the
pronunciation
e.g., morning, afternoon
Understand formulaic expressions of greetings and farewell in
context, and respond appropriately
e.g.,Hello. Good morning. Good afternoon. Goodbye.
Understand a simple story with the help of pictures, puppets or
the teacher’s body language
Use formulaic expressions to greet people and bid farewell in
the appropriate context
e.g., Good e.

Speaking
Step
Pre-task
preparations

While-task
procedures

Contents
Song: Good
morning.
Methods
Listen and sing the song.
Purpose
巩固准备期学过的歌曲。
活跃课堂气氛，激发学生
学习兴趣。
热身，操练句型。
Hello! I’m… The pupils greet to the teacher.
Hi! I’m Danny.
Act Danny, Eddie, Kitty, Alice.
Hello! I’m …
Show them movie，tell the story
“A school day” in “let’s act” on
student’s book page 4 slowly and
clearly, with the help of picture,
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抽签表演我们的小伙伴，
练习句字。
学习文章，用讲故事的方
法引导孩子练习学过的句
型。
A school day

puppets and your body language
Prompt your students to complete
the sentences when necessary.
Ask the students to act out the
story “A school day” on page 4.
Then have the students listen to
the song “Good morning” on
page 5 and sing along using hand
motions.
Sing a song
缓解课堂气氛，在愉快
的气氛中复习学过的歌
曲。
Post-task
activities
Homework：
Ask the students to make short dialogues in groups.
巩固练习， 学生自主选
择搭档进行表演。
Read student book P2.3.4
sing “good morning”
Suggestion:
1、 本节课同时注意了学生听力能力的培养。
2、 不足：在学生编对话时，应该多加辅导，不能只求形式，更应注重
实际效果。









课 时 计 划
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第 二 周 星期 五 第 1 节 2012 年 9 月 14 日
Module 1Getting to know you
Unit 1 Hello!Period 3

Language focus:
Using a common pattern to introduce oneself
e.g., I’m…
Understand the pattern I’m Kitty.
Understand formulaic expressions of greetings
Listening
e.g., Nice to meetsee you.
Identify some English names
Language skills:
e.g., Kitty, Alice, Tom, Ben, Eddie, Danny and Miss Fang
Use a common pattern to introduce oneself
Speaking
e.g., I’m…
Use formulaic expressions to greet people politely
e.g., Good e.
Step
Pre-task
preparations
While-task
procedures
Contents
Hi. I’m…
Methods
Show the characters of
the finger puppets to
have themintroduce themselves.

Ask the students to play the
roles in Unit 1.
Listen and number.
Look and say.
Draw and write.
Purpose
活跃课堂气氛，激发
学生学习兴趣。

Hello! I’m…
Hi. I’m…
Workbook P2
Post-task activities

Workbook P4
根据低年级的年龄特
点，模仿和表演是学
生所喜爱的活动，能
激发学生学习的兴
趣。
巩固练习，训练学生
的听力能力。
检查学生的掌握程
度。
Homework：
Sing the song.

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1、在教学时我能根据低年级的年龄特点，采取模仿和表演这样的学生
所喜爱的活动， 极大地能激发学生学习的兴趣。
Suggestion:
2、不足：为了赶时间，教学中不 能面向全部学生，有些学生不能积极
的参与到教学活动中，时不时会开小差，有待于想出更好的方法，让
这些学生养成良好的学习习惯，在他们开小差时，根据实际情况来减
少开小差的机会，提高学习 效率。






















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课 时 计 划
第 三 周 星期三 第 1 节 2012 年 9 月 19 日
Unit 2My classmates

Period 1

Using nouns to identify school supplies
Language
focus:
e.g., rubber
Using simple language to point out objects
e.g., A book!
Listening
Understand some words used for common school supplies
Listening
e.g., book, ruler, pencil, rubber
Locate specific information in response to simple
instructions
Language
skills:
e.g., A book!
Pronounce the key words correctly
e.g., book, ruler, pencil, rubber
Speaking
Use modeled phrases to communicate with other students
e.g., A book!
Pronounce words in connected speech correctly by linking
them together and using appropriate stress
Methods Purpose
How are you?
歌声能活跃气氛，营
造英语氛围。
----Fine, thank you.
Good morning!
Good morning!
Contents
Sing a song
Pre-task
preparations
Daily talk

While-task
Contents

Methods
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Purpose

procedures
pencil 1. Ask and answer.
T: Now let’s draw a picture.

2. The teacher point to the pencil
and say: one, one, one, one pencil

Book, rubber, ruler

T: What else do you have in your
bag?
S: Book, rubber, ruler.
通过师生 问答既复习
了所学学习用品为新
课做下铺垫，又培养
学生用英语交流的能
力。
通过实物演示理解英
语单复数。
One pencil
Two pencils
1. Show one pencil: one, one
pencil
Show another pencil: one, one
pencil
Put 2 pencils in all: two, two
pencils
Contents
Game

Methods
(出示各种文具、水果、食品等图
片)
T: Do you want them? Please ask
me.
S1: Pencil rubber…, please.
S2: OK. Here you are.
Post-task
activities
Purpose
通过游戏巩固句型的
掌握程度，同时培养
学生之间互相帮助的
习惯。
Homework：
Listen and read the words.
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1、通过师生问答既复习了所学学习用品为新课做下铺垫，又培 养学生用英语
交流的能力。
2、通过实物演示使学生能够较好的理解英语单复数的运用。
Suggestion:
3、通过游戏的方式来检查学生巩固句型的掌握程度，同时培养学生之间互相
帮助的习惯。
不足：大后半节课稍显内容偏少些，还可以增加一些书面内容，不局限于口
语的提高。



















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课 时 计 划
第 三 周 星期 五第 2 节 2012 年 9 月 21 日
Unit 2My classmates

Period 2

Using imperatives to give simple instructions
e.g., Give me…, please.
Language focus:
Using formulaic expressions to offer people things
e.g., Here you are.
Using formulaic expressions to express thanks
e.g., Thank you.
Understand formulaic expressions used to offer people
things
Listening
e.g., Here you are.
Locate specific information in response to simple
instructions
e.g., Give me…, please.
Use formulaic expressions to offer people things
e.g., Here you are.
Language skills:
Speaking
Use formulaic expressions to express thanks
e.g., Thank you.
Pre-task
preparations
Contents
Song
Revise the
classroom
objects
Pronounce the phrases and sentences correctly
Methods Purpose
Listen and sing the song “Good 歌声能活跃气氛，
morning.” 营造英语氛围。
(1) T: What do you have in your
问答的形式既复习
bag?
了所学学习用品为
新课做下铺垫，又
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vocabulary.

Contents
Learn to say:
Give me a
rubber.

(2) Let them put their personal
items on the desks.
培养学生用英语交
流的能力。

Purpose
故事的形式，激发
是小朋友英语学习
的兴趣，创造了良
好的学习氛围。
Methods
(1) Say a story like this: We’re
drawing.
But I haven’t a rubber.
So I say to a pupil: Give me a
rubber, please.
Then let the pupil give me a
rubber.
(2) Turn to other pupils and say:
“Give me a rubber, (ruler, pen,
pencil, book, bag) please.”
While-task
procedures
Game
(3) Listen and say after the tape.
T: Children, can you do me a
favor? Give me a …, please.
通过游戏边说边
练，巩固所学。
Here you are.
Thank you.
Say and act:
Give me a …, please.
Here you are.

Contents
Dialogue
Thank you.
Methods
(S-S) Ask and answer.
Give me a …, please.
Here you are.
Thank you.
Post-task
activities
Purpose
通过游戏巩固句型
的掌握程度，同时
培养学生之间互相
帮助的习惯。
Homework：
1. Listen and read the sentences.
2. Act out the dialogue.
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1、 以讲故事的形式来激发小朋友英语学习的兴趣，很好的创造了
良好的学习氛围。
Suggestion:
2、 以师生问答的形式既复习了所学学习用品为新课做下铺垫，又
培养学生用英语交流的能力，学生的参与率很高。
3、 注意了学了新内容及时进行巩固，以 机械、半机械和活用操练
的方式层层提高，较好的对新授内容进行了复习巩固。今天的课总体
上 来说比较成功。




















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课 时 计 划
第 四 周 星期 一第 1 节 2012 年 9 月 24 日
Unit 2My classmates

Period 3

Using imperatives to give simple instructions
e.g., Give me…, please.
Language
focus:
Using formulaic expressions to offer people things
e.g., Here you are.
Using formulaic expressions to express thanks
e.g., Thank you.
Understand formulaic expressions used to offer people things
e.g., Here you are.
Locate specific information in response to simple instructions
e.g., Give me…, please
Use formulaic expressions to offer people things
e.g., Here you are.
Listening
Language
skills:
Speaking
Use formulaic expressions to express thanks
e.g., Thank you.
Pre-task
preparations
Touch your…
Hi, Alice! It’s
you!
Contents
Quick response:
Pronounce the phrases and sentences correctly
Methods Purpose
Touch my…
活跃气氛，复习
旧知。

1. Show the picture
“Hi, Alice! It’s you!”
利用图片演示，
操练句型。

While-task
procedures

Point to the picture and say: It’s you!

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Look! This is
your mouth.





Song: My face


2. Say and act: Look!
Point to the picture and say: This is your
mouth.






3. Ask and answer:

No, it’s not me!


My face:
Eye and ear,
And mouth and nose,
Mouth and nose,
Mouth and nose.

1. Read the sentences.
2. Listen to the tape.
3. Listen and sing the song.
4. Sing and act.
唱唱跳跳，表演
歌曲，增加学生
学习的兴趣。

Post- task
activity
Homework
WB: P.12 and 13
Do the exercise on the workbook.
通过练习，巩固
句型。
Part D and Task
Say and act: Look! This is your…
Sing and act the song.
今天的教学形式多样，学生比较配合，所以复习效果很好。
Suggestion:


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课 时 计 划
第 四 周 星期 三第 2 节 2012 年 9 月 26 日
Unit 3My face

Period 1

Language
focus:
Understand some expressions of introducing the parts of a face.
Use modeled sentences to communicate with other students.
Understand formulaic expressions of introducing the
parts of a face
e.g., eye, mouth, face, nose, ear
Listening
understanding pronouns that show which item is being
referred to
e.g., Look! This is my ….
Language
skills:
Identifying the key words in an utterance by hearing
the pronunciation
Using modeled phrases to communicate with other
students
Speaking

e.g., Look! This is my …
Beginning an interaction by introducing the parts of a
face
e.g., Look! This is my….
Contents
1. Song Good morning


2. A rhyme


3. Daily talk
e.g. Hello. Good
morning.
Please introduce
Methods
1. Sing the song

2. Say the rhyme
A book, a pencil

3. Say or do something the
teacher asks.
Purpose
愉快的气氛，有
利于孩子学习英
语



建立良好的口语
学习气氛
Pre-task
preparations
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While-task
procedures
yourself.
1. Show the media.
Look at the clown and
listen to what does he
say.

2. Look at Jack, this is
his face.(action)


3. Look, this is my face.
(action)

4. Teach “mouth, nose,
eye， ear” just like step
1 and 2.

5. Make a rhyme.

6. Song My face

7. Quick response: Ask
the students to point to
their organs.

8. Game: Introduce the
parts of your body.
Post-task
activities
学习关于JACK



学习五官的单
词，孩子们更新
换朗读歌谣，所
以放在诗歌和歌
谣里面学习五官
更有效。





让学生放松，提
高兴趣。

加强单词和句型
的训练。


展示例句，让学
生进行实际操
练。
Point to and introduce the parts of your face. Make sure the students understand
the new words.
Listen and read the sentences.
Draw a picture of your partner.
1. Listen and say hello to Jack.

2. Learn “face”
A, Say the word
B, Say “my face” “your
face”(action)
C, Rhyme “face, face, my face,
face, face, your face”

3. Say the sentence.


4. face, face, my face, face, face,
your face…ear, ear, your ear.

5. Sing together


6. Point to the parts of the body.



7. Hello, I’m …
This is my…
Homework：
Suggestion:
学生更喜欢诗歌，和歌谣。注意this is 连读的发音。需要多多
练习。




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课 时 计 划
第 四 周 星期 五第 2 节 2012 年 9 月 28日
Unit 3My face

Period 2


Using imperatives to give simple instructions
e.g., Give me…, please.
Using formulaic expressions to offer people things
Language focus:
e.g., Here you are.
Using formulaic expressions to express thanks
e.g., Thank you.


Locating specific information in response to simple
instructions.
Listening
e.g. touch your face.
Understanding imperatives.
e.g. Touch your face

Pronouncing the words,phrases and sentences
correctly
Language skills:
Speaking

Using imperatives to give simple instructions
e.g., touch your face.

Contents Methods
1. Sing together



2. Say or do something the
teacher asks.
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Purpose
建立口语环境




Pre-task
preparations
1. Song My face



2. Daily talk
e.g., Hello. Good

While-task
procedures
Post-task
activities
morning.
Please introduce
yourself.

3. Read the words
with the cards.


1. Show the media.
Look, this is Eddie.
Eddie, touch your
face( action)

2. Eddie: This is my
face.
Elicit the new
word “touch”

your face, boys
and girls.(TP, PT, PP)

4. Make a rhyme.


Dialogue

Play a game


3. Read together and point to their
body.


1. Look carefully.



2. Read together and do the
action.


3. This is my face.


4. Touch, touch, touch your
face…



Touch your face. This is my face.
Touch your nose…
通过问答的形式，对
单词进行复习.








复习词汇



学习新句子



玩游戏，巩固单词，
学习新句型

通过游戏巩固句型的
掌握程度，练习反应
程度。
Homework：
Play the game with your parents and your friends. (Touch your face…)
Sing a song
Suggestion:
Touch your ….. 句型需要多练习。






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课 时 计 划
第 六周 星期 一 第 2 节 2012 年 10 月 8日
Unit 3My face

Period 3

Using imperatives to give simple instructions
e.g., Give me…, please.
Language focus:
Using formulaic expressions to offer people things
e.g., Here you are.
Using formulaic expressions to express thanks
e.g., Thank you.

Listening
Understanding a simple story with the help of picture and the
teacher’s body language.
Pronouncing the words. Phrases and sentences correctly.
Language skills:
Speaking

Using modeled sentences to communicate with other
students
e.g. this is your face.

Contents Methods

1. face, face, my face, face, face,
your face…ear, ear, your ear

2. Hello, I’m …
This is my…


1. Listen and read.


2. This student should do actions
according to the commands of the
other students.
Purpose

复习短语为以后的学
习打下坚实的基础
Pre-task
preparations


While-task
procedures


1. Make a rhyme with
the words.

2. Introduce the parts of
your body.


1. Listen to the tape and
read the book.

2. Game: (four a group)
Ask one student act as a
puppet.


在游戏中学习，巩固
句型。
22 74

Post-task
activities

Finish workbook

P10 — P 11

完成练习，检查孩子
本课学习情况

Homework：
Suggestion:
Rewrite the mistakes of your workbook.
单词放在句子中认读上没什么问题，但是如果把单词分开来
读，反映稍慢。

















23 74

课 时 计 划
第 六 周 星期 三第 2 节 2012 年10 月 10 日
Module 2My family, my friends and me
Unit 4I can sing.
Period 1

Language focus:
Using verbs to indicate actions
e.g. read sing dance draw
Listening
Identifying the key words in an utterance by hearing the
pronunciation
e.g. read sing dance draw
Language skills:
Speaking

Contents



Warming-up
Pronouncing the key words correctly
e.g. read sing
Methods
1. Do some greetings
eg: Hi!,
Good morning.
Good afternoon.
Goodbye.
How are you?
2. Say some rhymes




3. Watch the flash and try to
understand the meaning by
teacher’s presentation.
Purpose
通过快速应答的方式
来巩固旧知识， 可以
快速的把学生带到英
语学习的氛围中来。


可朗诵一些学生 以前
的儿歌，给学生成功
的体验经历，调动学
生学习英语的积极性,
并复习I can句型,为新
授服务。
通过铅笔引出画图和
花朵。
引出单词,激发学习兴
趣。




注意图、词的呈现，
让学生能音、形、图
Pre-task
preparations
learn :
draw
While- task
procedures
1. Teacher teaches the word
flower and draw, and asks: What
can I do? Then answer by
himself ”I can draw.” “I can draw
a flower.”
2. Students look at the pictures,
word cards and read the word.
3. Students repeat the word,
phrase, rhyme after teacher.
24 74

I can draw, I can draw,
I can draw a flower.
（意）统一起来。
用图文结合的方式，
操练单词，熟悉句
型。
2. To teach :
read
1. Teacher asks students to read
the rhyme to elicit the word
“read” and “I can read”.
2. Teacher asks what can I do ?
And then answers by himself. I
can read.
3. Read a rhyme
Read, read, I can read,
Read, read, read a book,
Read, read, with my mouth.
1. Play a game:
quick response


Play a game
Post-task
activities
让学生在真实的朗读
活动中理解read的含
义，并 巩固draw,一举
两得。



朗读儿歌，练习read,
同时复习book，
mouth, 新旧结合。
通过不同形式的活动
让学生快速有效地巩
固今天所学的知识。


Homework：
1. listen to the tape on page14
2. Read the new words.
Suggestion:









25 74

课 时 计 划
第 七 周 星期 五第 2 节 2012 年 10月 15 日
Unit 4I can sing.
Period 2

Language focus:
Using the modal verb can to express abilities
e.g. I can…
Understanding the expression of abilities
e.g. I can read .
Listening
identifying specific information in response to questions
e.g. what can you do?
Language skills:
I can …..
Speaking

Using formulaic expressions to indicate one’s abilities
e.g. I can… .
Contents
1．To learn : sing
Methods
1. Teacher use mouth to elicit
mouth’s function, eat and sing
2. Teacher asks what can I do ?
And then answers by himself. I
can sing.
3. A rhyme
Mouth, mouth, I can read,
Mouth, mouth, read a book,
Mouth, mouth, I can eat,
Mouth, mouth, eat an apple,
Mouth, mouth, I can sing.
Mouth, mouth, sing a song.
1. Teacher uses a puppet to elicit
dance.
2. Teacher asks students “what
can you do ?”
Purpose
教师通过嘴巴的功能
引出嘴巴的用处，朗
读，吃东西，sing。


学生在通过朗读儿
歌，练习及复习单
词，read, eat ,and
sing。
Pre-task
preparations
learn: dance

通过唱歌跳舞的玩偶
引出dance。
26 74

While-task
procedures

Post-task
activities




Review “I can …”

famous people’s picture
of “Liu Xiang” and “Yao Ming”
to review “I can …”

2. Teacher asks students to use the
given sentence pattern to say their
own abilities

Please talk about your abilities
with your partner and use these
sentences.
“hello, I am … good morning ,I
am…. I can sing
dancedrawread ”
1. Sing the new song to their family.
2. Read p16 --p17.

通过名人图片巩固新
句型，运用旧句型。

通过训练灵活运用新
句型。

Talk about your
abilities

学会在日常生活中使
用句型。
Homework：
Suggestion:













27 74

课 时 计 划
第 七 周 星期 一第 2 节 2012 年 10 月17日
Unit 4I can sing.
Period 3

Asking wh-questions to find out a person’s ability
e.g. what can you do?
Using verbs to indicate actions
e.g. I can sing.
Identifying specific information in response to questions
e.g. what can you do ?
I can….

Using modeled phrases to begin an interaction and main
training it by providing information in response to factual
questions
Language focus:
Listening
Language skills:
Speaking

e.g. I can sing.
Beginning an interaction by eliciting a response
e.g. what can you do?
I can…
Contents

Activity




Methods


In turn, hold up the six pictures of
actions at random. Ask the
students to say and do the
corresponding actions.
e.g.
what can Alice do ?(holds up the
picture of Alice, who is singing)
sing （do the action）
Purpose


学会答句，通过老师
与一学生简单的问
答，学生应该能很快明问句的含义。并掌
握本课重点单词和句
型。
Pre-task
preparations
28 74

Review
While-task
procedures
Post-task
activities



More Practice

Have the students ask and answer
in succession according to the
picture.
e.g. what can you do?(holds a
flashcard for drawing)
I can draw.
What can you do ?(hold a
flashcard for singing.
I can sing.

Do a survey on student’s book
page 18.
Have the students do “Look,
listen and play” on workbook
page 20. Ask the students to ace
out the short dialogue.


看谁反映最快，同时
激发学生的兴趣。

在场景中运用所学，
提高实际运用语言的
能力
Homework：
Finish the survey after class
Ask your friends and parents about their abilities
Suggestion:












29 74

课 时 计 划
第 八 周 星期 一第 2 节 2012 年 10 月 22日
Unit 5 My family.
Period 1

Using pronouns to identify people e.g. me
Language focus:
Using nouns to identify family members
e.g. mother ,father, grandfather, grandmother
Listening
Identifying the key words in an utterance by hearing the
pronunciation
Language skills:
Speaking

Contents
1. To ask students to
read the rhyme
Eye, eye, this is my eye.
Nose, nose, this is my
nose.
Ear, ear, this is my ear,
Mouth, mouth, this is
my mouth.
2. To ask students to
touch and say “this is
my …”
1. To elicit the sentence
“this is me.”
2. To elicit father and
mother read the rhyme

3. To play a game:
When teacher says
father, number 1, the
first line of a group to
go to the blackboard
and the touch the
picture of father
4. To elicit
grandmother, use
mother to elicit
Using modeled phrases to communicate with other students
Pronouncing the words, phrases and sentences correctly
Methods
the rhyme





2. To do the action and say
Purpose
活跃课堂气氛为后面
新授作准备。
Pre-task
preparations


While- task
procedures
1. To say after teacher “This is
me.”
2. To answer questions


3. Follow the teacher and read the
new words.
4. To play the game





5. To learn the new words
grandmother, grandfather
使学生理解me的含
义。
学会使用句型this is…


朗读儿歌熟悉单词。

游戏中巩固单词。




由旧单词引新单词，
降低难度，帮助记
30 74

Post-task
activities
grandmother
To elicit grandfather,
use father to elicit
grandfather
1. To use the sentence
pattern to say about the
photo

忆。
1. To look at the picture and say
Homework：

“look and learn” after the tape
a photo of your family
3. Introduce your family to your classmates


Suggestion:















31 74

课 时 计 划
第 八 周 星期 五第 2 节 2012 年 10 月 24日
Unit 5 My family.
Period 2

Using nouns to identify family members
e.g. mother, father, grandfather, grandmother
Language focus:
using possessive adjectives to express possession
e.g. my mother
asking wh-questions to find out a person’s identity
e.g. who is she?
Identifying the key words in an utterance by hearing
the pronunciation
Listening
e.g. mother,father, grandfather, grandmother

Language skills:
Speaking

Using modeled phrases to begin an interaction and
main training it by providing responses to factual
questions
e.g. who is she? She’s my grandmother
Contents Methods Purpose

通过Peter的家庭照片
引入主题。
学生自己的照片更能
引起学生的好奇心和
学习兴趣。

Pre- task
preparations
1. To show a photo of Peter’s
family

2. To ask students to take out
their photos of their family and
to say about their family
While-task
procedures

1. To guess the family
members of Peter

2. To show the photo of
their family and say about
their family
To show some other
pictures.(Ben, Alice, Kitty,
Danny) and ask students “Who
To answer questions
is heshe?”
1. To elicit the sentence “He is
1. To know the difference
my ….She is ….” between he and she
32 74
在学生介绍的环节中

2. To ask students to match


1. To make a model of the pair
work and ask students to do
pair work
2. To play a game:
To ask one student to come to
the front of the class and look
at the blackboard, and ask
another student to say “hello,
hi, good morning” just like
that and then ask all other
students to ask the student in
the front of the class “***,***,
who is heshe?” and then the
student guess.
2. To match


To do pair work


To play a game






Post-task
activities
自然引入he is ..she is
通过match来区分he
和she.

同桌对话操练句型。

通过游戏，复习句型
和旧句型。





Homework：
1. Read page18-21 after the tape
2. Ask about your classmates’ family
Suggestion:












33 74

课 时 计 划
第 九 周 星期 三第 2 节 2012 年 10 月26日
Unit 5 My family.
Period 3

Using pronouns to identify people
e.g. sh’s my grandmother.
Using formulaic expressions to confirm or deny
e.g. .
Identifying the key words in an utterance by hearing the
pronunciation
e.g. mother,father, grandfather, grandmother
Language focus:
Listening
identifying specific information in response to questions
E.g. she’s my grandmother.
Identifyingspecific information in response to questions e.g.
Yes. No.
Using modeled phrases to begin an interaction and main
training it by providing responses to factual questions
e.g. who is she? She’s my grandmother
Language skills:
Speaking

beginning an interaction by eliciting a response
e.g. who is she?
Is she Alice?
Yes, she’s Alice.
Contents Methods
Show your family’s photos.
e.g. This is my father. This is my
mother .this is my grandfather.
This is my grandmother. This is
me.
Purpose
对所学内容进一步巩
固和加强。与实际生
活联系起来。
Pre-task
preparations
Put your family photo
on the blackboard.
Introduce your family
members to the students
slowly and clearly,
using the sentence this
is my…
34 74

While-task
procedures
Post-task
activities
1. To play a game he or
she



2. To ask some students
about their photo of
their family

3. To ask students to
read a rhyme and make
a new rhyme

To ask students to read
a thyme
1. To play the game



try to use the new sentence
pattern to say about their family



3. To read the rhyme and make a
new rhyme

To read a rhyme
通过游戏中不同身份
的出现和区分，使学
生灵活理解知识点。
抽个别学生用新句型
回答问题。


朗读儿歌熟悉句型，
创造新儿歌增加趣味
性。

跟读儿歌，复习句
型。
Homework：
Read English book page 20—22。
Finish workbook 22.23.
Suggestion:













35 74

课 时 计 划
第 九 周 星期 五第 2 节 2012 年 10 月 26日
Unit 6 My friends.
Period 1

Language focus:
Using adjectives to describe people
e.g. thin, fat, tall, short.
Identifying the words in an utterance by hearing the
pronunciation
e.g. thin, fat, tall, short.
Listening
Identifying specific information in response to simple
questions
e.g. who’s heshe?
HeShe’s…
Pronouncing words, phrases and sentences correctly
Language skills:
Speaking

e.g. thin
using modeled phrases and sentences to inturoduce someone
e.g. look! This is Ben. He’s tall.
Contents Methods
Pupils try to say the chant

T: Hello. I’m Miss Huang.
P: Hello, Miss Huang.
------
Purpose
Pre-task
preparations
1. Say some chants.


2. Greetings.


While-task
procedures
儿歌为学生营造一个
轻松愉快的英语学习
氛围。
给学生实际运用日常
英语的能力。
1. Song “Postman & this song and enjoy it.
policeman” 2. To learn “tall short”.

2. To teach “tall short”.
1) Listen to the teacher and
1) Look, children. think.
What is he? He is a
postman.
2）Observe the different place of

2) Point to the tall
the two postmen.
通过观察两个邮递员
postman and short
Imitate to say tall and short with
的不同之处，让学生
postman.
the actions.
从视觉上对高矮有所

3) Look at the pictures
理解。

And say

3) Let the students to
Yao Ming, Yao Ming

make a chant.
Hello, Hello, Hello
36 74

Post-task
activities






4) Show some pictures
and introduce them.




5) Who is tall short in
my classroom?
Who is tallshort in my
classroom?
learn “fat thin”
1) Show a cartoon
“fenddy”.
2) How is the Fenddy?
He is fat.
3) Thin
4) Compare fat
Fenddy and thin
Fenddy.
To educate the students
not be fastidious about
food...
Do some exercises


Yao Ming,Yao Ming
Tall, Tall, Tall,
Liu Xiang, Liu Xiang.
Hi, Hi, Hi,
Liu Xiang, Liu Xiang.
Short, short, short.
4) To use tall and short to describe
Yao Ming and Liu Xiang.
This is Yao Ming.
He is tall.
This is Liu Xiang.
He is short.


5) The students will make some
examples.

3. Look at the slide with strong
interest.

To learn fat

To learn thin.
Observe

Don’t be fastidious about food.
Match the picture and words.
Play a game.
现在的学生对明星十
分熟悉和喜爱。
我们可以通过列举学
生喜欢的明星来激发
学生说的欲望。


吸引学生的兴趣、激
发学生学习的欲望。




让学生将所学的新知
识融入到日常生活
中。

卡通人物深受学生的
喜爱。
学生很乐于学习新单
词,并将它们在同学面
前表演出来。

教育学生不能挑食。
反馈学生的学习情
况。

Homework：
1. Listen to the tape
use the adjectives to describe the different people.
Suggestion:






37 74

课 时 计 划
第 九 周 星期 一第 2 节 2012 年 10 月 29日
Unit 6 My friends.
Period 2

Using pronouns to identify people
e.g. this is Danny.
Using adjectives to describe people
e.g. he’s fat.
Listening
Identifying the key words in an utterance by hearing the
pronunciation
e.g. classmate, friend
Language focus:
Language skills:
Speaking

Pronouncing the words , phrases and sentences correctly.
e.g. He’s my classmate.
Contents
1. Sing a song.


2. Say a chant.



3. Show some pictures
of the stars and the
cartoons.
1. Show a picture of the
whole class.

2. Point some students.
T: Good. And he is
your classmate.


teach “classmate.
1) classmate
2) Say something more.


Methods
1. Sing and enjoy the song.

2. Try to say the chant.



3. Try to say something with the
pictures.
This is Yao Ming.
He is tall.
1. Look at the picture and find
themselves.

2. Say something about their
classmates.



learn “classmate”
1) classmate
2) Classmate classmate
He is my classmate.
Classmate classmate
Purpose
为学生创造一个愉快
的学习环境。
复习上课时所学的内
容，同时也可以检查
学生的学习情况。
反馈学生的学习情
况。

将班级中的某个同学
的照片放在屏幕上，
这个环节可以吸引学
生的兴趣。
学生都很积极主动的
将所学的知识用来描
述。


Rhymes and chants 是
学生十分喜爱的两种
Pre-task
preparations


While-task
procedures
38 74

2) Who is your
classmate?



4)Make a chant.

She is my classmate.
3) Look at the pictures
and say:
----is my classmate.
4) Classmate classmate
One and two.
Classmate classmate
You and me.

Act out the dialogue.
Who is he? He is ----
He is my friend. He is fat.
Post-task
activities
Make a dialogue.
How is your friend?

方式。
学生学起来琅琅上口
并且也很容易记住。







提高实际运用语言的
能力。
Homework：
1. Listen to the tape
introduce one classmate and one friend to your parents.
be friendly with your classmates and friends.
Suggestion:













39 74

课 时 计 划
第 十 周 星期 三第 2 节 2012 年 10 月 31日
Unit 6 My friends.
Period 3

Using adjectives to describe people
e.g. thin, fat, tall, short.
Using the modal verb can to express ability
e.g. He can read.
Listening
Identifying specific information in response to simple
questions
e.g. Who is he？ He’s Danny.
Language focus:
Language skills:
Speaking

Contents

practice
Ask one student to the
front of the classroom
and describe him to the
students by using the
new words tall,thin,etc.

a picture of
two girls and two boys
to the students, and ask
some questions.
e.g. what does the girl
look like? Tall or
short?
To teach “friend”
1) Show a picture of the
teacher’s friend.
Using modeled phrases and sentences to introduce someone
e.g. this is Danny. He’s my classmate. He’s tall. He can read.
Methods

! This is peter. He’s tall.
He’s big.





3. Tall short…..
Purpose




通过更多的练习和游
戏，操练单词。
Pre- task
preparations

. To learn: “friend”
1) Look at the picture carefully.
2) To learn :friend
让学生来描述自己的
好朋友。

40 74

While-task
procedures
2) To teach: friend
3) Show some cartoon
friends.
Who is your friend?
And introduce them.
4) Make a dialogue.
How is your friend?
ask the students to do
listen and tick
“and“listen and match”
on workbook page26.



3) To know more friends.
He is---.
He is my friend.
4)
Who is he?
He is ----.
He is my friend.
He is short.
Finish workbook.


培养学生交际能力，
听说的能力。

Post-task
activities
Homework：
Finish workbook page 26--28
Suggestion:













41 74

课 时 计 划
第 十 周 星期 一第 2 节 2012 年 11 月 5日
Unit 7 Let’s count
Period 1

Using numerals to count from one to six.
e.g. one two three four etc.
using numerals to show quantity
e.g. three pencils.
Identifying the key words in an utterance by hearing the
pronunciation
Language focus:
Listening
e.g. one two three four etc.
identifying specific information in response to simple
instructions
Using numerals to describe things
Language skills:
Speaking

e.g. Three pencils.
Pronouncing words. Phrases and sentences correctly.

Contents
Warming-up
Methods
a song
talk

Purpose
歌声能活跃气氛，营
造英语氛围。
Pre-task
preparations
show the new words 1. How the flashcards to the
students and say one, two, three
and so on.
show the students
pencils ,rubbers ,rulers and
42 74

while-task
procedures

Learn: Let’s count.
books. Let them count.
T counts the fingers, the boys,

the girls. And tells Ss: count.
Ss repeat: count.
And count from “0-10”, then
from “10-0”.
T shows a book and tells Ss:
A book. (Ss repeat)
Two books….
Then give another example with
“ruler or rubber”.
Write the phrases on the board
and stress “s” at the end of the
word.
S: OK. Here you are. (T-S)
(1) (出示各种文具、水果、食
品等图片)
Please ask me.
S: Give me a banana(apple ,
moon
pen…),please.(S-T)
(3) (S-S) Ask and answer.

cake,
让孩子自己观察总结
单数和复数的变化，< br>从而更容易记住，单
复数的变化规律。

Learn: One book
Two books,
…
Ten books.
:T:


通过游戏巩固句型的
掌握程度，同时培养
学生之间互相帮助的
Post- task
activities
T: Do you want them? 习惯。
Homework：
More practice ：Count from one to ten. Or more….
Read the English book。P31-32。
Suggestion:







43 74

课 时 计 划
第 十 周 星期 三第 2 节 2012 年 11 月 7日
Unit 7 Let’s count
Period 2

Using numerals to count from one to six
Using numerals to show quantity
Language focus:
e.g. three pencils
asking questions to find out quantity
e.g. how many…?
Identifying the key words in an utterance by hearing the
pronunciation
e.g. one, two……ten.
Listening
Identifying specific information in response to simple
instructions
Understanding the key pattern
e.g. how many.
Using numerals to describe things
Language skills:
Speaking

e.g. three pencils.
Asking questions to find out quantity
e.g. How many…?
Pre-task
preparations

Contents
Review:
Methods Purpose



Sing and act: One little, two little,
热身，并复习
three little rabbits…
44 74

Practice counting the T asks Ss to count different things
things. in the classroom, such as: the
desks, chairs, windows,
blackboards, boys and girls. Ask
Ss to pay attention to the
difference of singular and plural
forms.
Learn: T asks: How many boys(in a team
How many books? and write the sentence down on
One book. the board)?
Three books. Prompt Ss to answer. Then repeat
the asks and answers several
times.
Read after the recorder.
T plays the recorder and Ss open
their books and read after the
recorder P30-31.
Play a game.
用实际的生活中的物
品进行数数练习。
While-task
procedures

多听，纠正发音。

Dialogue.
Post-task
activities
T asks one student to come to the
front and back to the others. The
ask some Ss to stand up and this
student guesses how many Ss are
standing.
Ask: How many pupils?
Ss: …pupils.
S1: How many…?
S2: ….
S1: Give me …, please.
S2: Here you are.
S1: Thank you.
Homework：

Suggestion:





45 74

课 时 计 划
第 十一周 星期 五第 2 节 2012 年 11 月 9日
Unit 7 Let’s count
Period 3

Using numerals to count from one to six
Using numerals to show quantity
Language focus:
e.g. three pencils
asking questions to find out quantity
e.g. how many…?
Identifying the key words in an utterance by hearing the
pronunciation
e.g. one, two……ten.
Listening
Identifying specific information in response to simple
instructions
Understanding the key pattern
e.g. how many.
Using numerals to describe things
Language skills:
Speaking

e.g. three pencils.
Asking questions to find out quantity
e.g. How many…?
Contents Methods Purpose
Pre-task
preparations
Review:
Sing and act: One little, two little,
热身，并复习
three little rabbits…

Count: from one to eleven.
46 74

Make a dialogue:
Post-task
activities


Make the dialogue :
S1: Good morning, XXX.
S2: Good morning, how are you,
today,
S1: Oh! I’m happy.
S2: Look, this is my new bag.
S1: How many books?
S2: TwoThree…..
S1: Give me …, please.
S2: Here you are.
S1: Thank you.
Homework：

Finish your workbook about unit 7

Suggestion:
















47 74

课 时 计 划
第 十一 周 星期一 第 2 节 2012 年 11 月 12日
Unit 8 Apples, please
Period 1

Using nouns to identify fruit
e.g. apple,pear,peach,orange.
Asking questions to find out quantity
e.g. How many…?

Identifying the key words in an utterance by hearing the
pronunciation
Language focus:
Listening
E.g. apple, pear, peach, orange
Responding to simple instructions


Pronouncing the key words correctly
Using numerals to describe things
Language skills:
Speaking

e.g. six pears.
Asking questions to find out quantity
e.g. how many…?

Pre-task
preparations


Contents
Review:
Review:
How many …?
Learn: apple,
peach, orange,
Methods
Sing a song: One little, two little,
three little rabbits…
Ss chant together: How many, How
many, How many …?(pencils,
rulers, rubbers,)
pear, T shows the pictures of apple, pear,
peach, orange. Tells Ss to read the
words one by one and pay attention
48 74
Purpose
To warm up and
review.
Ss review the numbers
and the sentence
structure.
To learn the words of
fruit.

While-task
procedures
Post-task
activities
to the pronunciations. (Ask Ss to
spell the words one by one).
Learn: fruit After they have learned all the
words of the fruit. Tell Ss：They
are fruit. Repeat the word.
Practice: Ss uses the picture cards of the fruit
Give me aan …,
and talk about:
please.
S1: Give me aan…please.
S2: Here you are.
S1: Thank you.
Learn the song. T asks: What does the apple look
Learn: red, round, juicy,
like?(苹果是怎么样的？)to elicit:
sweet.
It’s red. It’s round.（T shows with
gesture. Then try to illustrate juicy
and sweet. Then repeat the main
sentences of the ditty.
Make the rhyme Apple, apple, apple, red red apple.
Pear, pear, pear, yellow yellow pear.
……………………….
…………………….
Listen and read P30 P33
Sing the song with the fruit they like.

To practice
consolidate..
and



Homework：
Suggestion:












49 74

课 时 计 划
第 十一周 星期 五第 2 节 2012 年 11 月 14日
Unit 8 Apples, please
Period 2

Using formulaic expressions to request something
e.g. apples , please.
Language focus:
Using formulaic expressions to replay to requests
e.g. here you are.
Using formulaic expressions to express thanks
e.g. thank you.
Responding to simple instructions
Understanding the key pattern
e.g. …,please.

Using formulaic expressions to request something
Listening
Language skills:
Speaking

e.g. apples , please.
Using formulaic expressions to replay to requests
e.g. here you are.
Using formulaic expressions to express thanks
e.g. thank you.
Pre-task
preparations
While-task
procedures
Contents Methods Purpose
To warm up and
review.
To learn two
new words.
Review the words of fruit. T shows the word cards and Ss read
the words.
T: What’s this?
Ss: It’s aan …
Learn: banana, lemon, T shows the picture of these fruit and
asks Ss to repeat.
Then ask: How many
bananas(lemons)?
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Post-task
activities
Listen to the song and 1.T plays the recorder and Ss listen to
sing the song. the recorder. Then try to sing along
with the recorder.
2. Ask Ss to sing a song with their
favourite food.
Learn the dialogue. T plays the video of P31. Ss watch
and repeat sentence by sentence.
Then ask Ss to repeat and act.
Practice. Tell Ss that Kitty is going to buy
some fruit for her mother. First make
a shopping list on the board. Ask Ss:
How many …?
Shopping list
3 apples, 4 peaches,
2 oranges, 2 pears,
6 bananas, 8 lemons,
Ss read the list together.
Read the contents. Ss listen to the recorder and read
after the recorder.

Ask Ss to
imitate the
dialogue.
.

Listen and read P31-32
Homework：
Suggestion:











51 74

课 时 计 划
第十二周 星期 五第 2 节 2012 年 11 月16日
Unit 8 Apples, please
Period 3

Using nouns to identify fruit
e.g. apple, pear, peach, orange.
Asking questions to find out quantity
e.g. How many…?

Identifying the key words in an utterance by hearing the
pronunciation
Language focus:
Listening
E.g. apple, pear, peach, orange
Responding to simple instructions
Language skills:


Pronouncing the key words correctly
Speaking

Using numerals to describe things
e.g. six pears.
Asking questions to find out quantity
e.g. how many…?
Pre-task
preparations
While-task
procedures
Contents Methods Purpose
Review the words of T shows the word cards and Ss
fruit. read the words.
T: What’s this?
Ss: It’s aan …
Learn: In the fruit shop. T shows the slides and asks:
What’s this? To elicit: It’s a fruit
shop. Alice is in the fruit shop. Ss
repeat: Alice is in the fruit shop.
T: What fruit can you see?
52 74

More practice
Show three pictures
with dialogues to the
students. Ask them to
listen and choose one
and act it out.

Post-task
activities
Role play.
Ss: I can see…(apples, pears,
peaches, oranges, grapes)
Pay attention to the pronunciation
of the plural form of the words.
D1:How many pears?
Four pears.
D2: how many peaches?
Five peaches.
Here you are.
Thank you
D3: hello, apples, please.
How many apples.
Three apples. How much>
Two yuan .here you are.
Thank you.

Ask Ss to choose a fruit to make a To practice
dialogue. One is the shop assistant consolidate.
and the other is the customer.
and
Homework：
Finish your work book P38—39
Read the work book P40-P41
Suggestion:













53 74

课 时 计 划
第 十二 周 星期一 第 2 节 2012 年 11 月 19日
Unit 9 May I have a pie?
Period 1

Language focus:
Using nouns to identify food
Hamburger, pizza, cake, pie.
Listening
Using nouns to identify food
Hamburger, pizza, cake, pie.
Pronouncing the key words correctly
Language skills:
Speaking

Pre-task
preparations
Contents
Sing the song.
Methods
Ss sing the song together.
Purpose


While-task
procedures
To warm up
and review.
Learn: snack bar T shows the fruit shop and asks: To know what
What can you see in the fruit shop? a snack bar is.
T: Can you see fruit in this shop?(in
the snack bar?) Is it a fruit shop?
No, it isn’t. It’s a snack bar.
Ss repeat and learn:
KFC McDonal’s are snack bars.
To learn: T shows the picture of the snack bar To learn the
Hamburger, and asks: What can you see in the new words.
Pizza, cake, pie snack bar? What is it?To elicit:
It’s a …(hamburger pizza cake
pie) Using these sentences to help
understanding: Is it round?
Then Ss ask and answer in pairs.
To practice the new Practice the words with the To practice the
words. dialogue: new words.
Hamburgers, please.
How many hamburgers?
Two.
Here you are.
Thank you.
Learn: apple pie T shows the picture of the apple To learn the
banana pie, soup, and banana. Tell Ss: This pie is words of the
made of apples and bananas. It’s an song.
apple pie a banana pie.
Tell Ss: After I have some pies, I
feel thirsty. I want some soup.
Ss repeat these words together.
54 74

Sing the song.
Post-task
activities
T plays the recorder and Ss listen to
P37. Then ask Ss to sing the song
along with the recorder.
Ask Ss to draw their T: What do you like? To review and
favourite food on the
Ss: I like …
to get ready for
paper. the next lesson.
Homework：
Suggestion:
To read the words and sing the song of P37.
















55 74

课 时 计 划
第 十三周 星期 五第 2 节 2012 年 11 月 21日
Unit 9 May I have a pie ?
Period 2

Using formulaic expressions to request something
Language focus:
e.g. May I have …?
Using an indefinite article to refer to something
Using nouns to identify food
Listening
e.g. hamburger, pizza, cake, pie
identifying specific information in response to simple
questions
Pronouncing the key words correctly
Using formulaic expressions to request something
Language skills:
Speaking

e.g. May I have…?
Using formulaic expressions to greet customers
e.g. Can I help you?
Pre-task
preparations
Contents Methods Purpose
To warm up and
review.
To learn two
new words.

While-task
procedures
Review the words of fruit. T shows the word cards and Ss read
the words.
T: What’s this?
Ss: It’s aan …
Learn: banana, lemon, T shows the picture of these fruit and
asks Ss to repeat.
Then ask: How many bananas
(lemons)?
Listen to the song and 1. T plays the recorder and Ss listen
sing the song. to the recorder. Then try to sing along
with the recorder.
2. Ask Ss to sing a song with their
favorite food.
Learn the dialogue. T plays the video of P31. Ss watch
and repeat sentence by sentence.
Then ask Ss to repeat and act.
Practice. Tell Ss that Kitty is going to buy
some fruit for her mother. First make
a shopping list on the board. Ask Ss:
How many …?
56 74
Ask Ss to
imitate the
dialogue.
.

Post-task
activities
Read the contents.
Shopping list
3 apples, 4 peaches,
2 oranges, 2 pears,
6 bananas, 8 lemons,
Ss read the list together.
Ss listen to the recorder and read
after the recorder.
Listen and read P31-32
Homework：
Suggestion:















57 74

课 时 计 划
第十三周 星期 五第 2 节 2012 年 11 月23日
Unit 9 May I have a pie?
Period 3

Using indefinite articles to refer to particular things
e.g. May I have a pizza?
Language focus:
Using nouns to identify food and
e.g. pizza, hamburger, cake, pie
Using nouns to identify food
Language skills:
Listening
e.g. hamburger, pizza, cake, pie
identifying specific information in response to simple
questions
Speaking

Contents
1. Sing two songs:


Using modeled phrases to communicate with otherlearners.
Pronounce words properly
Methods



Apple tree & Train is coming.



T: Class begins! Hello, everyone!
How are you today? What’s the
weather like today? What do you
like ?……



T: Welcome to my snack bar.
Let’s see what’s in my snack bar.
Can you guess? S1:There are
applespearspencils…… （将学
生猜中的卡片贴于黑板上排列
成一个snack bar）

58 74
Purpose
Pre-task
preparations
ngs:


snack bar

While-task
procedures

uce ‘biscuit’
and say ‘biscuit’
slowly..Ask students to
repeat.



a story


Post-task
activities
1． Say it’s fun to buy
food!








T: Welcome to my snack bar. Do
you know what this is??
T taste a biscuit,Say: Hmm, it’s
创设故事，提高学习
delicious. Do you like it? Please
的兴趣。
ask ‘May I have…?’




Last weekend, Sam and May went
shopping with their
they decided to stop for a rest and
have something to eat and drink.
At a snack bar May looked at all
the food—
noodles,pizza,biscuit,and hot
asked the woman
politely ‘May I have a pizza?’
Sam and May like to buy food at
snack bars-----do you? What
would you buy?
Why don’t we try it now ? Divide
students into groups of three.
Have one student be the
shopkeeper and the other two be
customers. The customers must
ask ‘May I have……?’ Then
let them change roles.


Ask some students come to the
front and act out the scene.
Students vote for the best group.
Homework：
Listen and repeat the correct sentence.
Finish the work book.
Suggestion:







59 74

课 时 计 划
第十四周 星期 一第 2 节 2012 年 11 月26日
Unit 10 On the farm
Period 1

Using nouns to identify common farm animals
e.g. duck
using some onomatopoeic words to imitate the sounds of
the farm animals
Language focus:
e,g, Oink …Oink…
using verbs to give instructions
e.g. Draw.
Using the key pattern to role- play as a farm animal
e.g. hello! I’m a cow. Moo…Moo…
Identifying the key words in an utterance by hearing the
pronunciation
e.g. chick, duck, cow，pig
recognizing common farm animals and their corresponding
onomatopoeic words
e.g. It’s a duck. Quack… Quack…
identifying specific information in response to simple
instructions
e.g. out.
Pronouncing the words, phrases and sentences correctly
Listening
Language skills:
Speaking

e.g. chick, duck, cow. Pig
using onomatopoeic words to imitate the sounds of farm
60 74

animals
e.g. Stick.
Using I’m a … to introduce oneself and imitate certain
animals
e.g. hello! I’m a duck. Quack… Quack…

Contents Methods Purpose
a song
Pre-task
preparations


2. Ask the pupils to
answer some
question.
in:
Teacher and pupils sing a song
通过演唱歌曲，创设
together.
和谐的语言环境，调

动学生的积极性，使

他们迅速进入英语学

习氛围。






T: what can you see?
通过对所唱歌曲的提
What color is it?
问既复习巩固了旧知
识，又为新受内容埋
入伏笔。


While-task procedures
1. Read the sentences.
2. Practice: This is...
Chick, duck
That is…



2. What’s thisthat?
Read the sentences. Look at
It’s …
the pictures and work in

pairs.



3. Listen to the story.


Lead in :peep… peep
Quack…quack





4. lead in: pig，
Chicks and ducks have

friend. Let’s guess ‘what’s
this’?

Listen and look.

Read the word.

Make a pig and say:
Oink… oink… I am a pig.

Watch DVD and answer the

question
61 74
用生动形象的简笔
画回忆单词



通过练习让学生进
一步巩固掌握特素
疑问句一级他的回
答。

通过听故事，不仅
很自然的引出两个
象声词又培养学生
的听力能力。


通过猜一猜，画一
画，演一演，既掌
握了pig的特征又
充分调动了其积极
性，并使课堂内形
成了一种人人想说
英语的氛围。

5. teach cow



6. listen and sing:



Quick response

Lead in: cow
Moo….Moo….
What’s that?


< ten little paper rabbit>





用生动形象的图片
配合文字进行操练，使学生充分发
挥其想象力，达到
巩固复习的目的
1. Look and match.

Post-task activities
2. Play a game.
把新旧知识进行分
类归纳


以小组合作的方
式，让学生参与活
动，培养学生的互
助的能力
Homework：
Read the book
Make a mask.
Suggestion:












62 74

课 时 计 划
第十四周 星期 三第 2 节 2012 年 11 月28日
Unit 10 On the farm
Period 2

Asking wh-questions to find out specific information
about something
e.g. What’s this?
Language focus:
Using a pronoun to refer to something
e.g. It is a chick.

Understanding the key pattern
Listening
e.g. What’s this？
Using a pronoun to refer to something
e.g. It is a chick.
Using wh- questions to find out specific information about
something
Language skills:
Speaking

e.g. What’s that?
Using the key pattern to identify an animal
e.g. Hit’s a chick.
Contents
Sing a song
Methods
What’s this? What’s this?
It’s a chick.
What’s that? What’s that?
It’s a duck.
The chick and the duck.
The duck. and the chick
Peep, peep, peep,
Quack, quack, quack.



63 74
Purpose
通过歌曲导入上节课
学过的内容。
并练习了本课的重点
句型。
Pre-task
preparations

Review the words


What’s thisthat?
It’s …

: chick














2. review : duck













3. Say the chant:


Chick, duck, cow, pig


通过练习让学生进
Read the sentences. Look at
一步巩固掌握特素
the pictures and work in
疑问句一级他的回
pairs.
答。



While-task
procedures

1. Kitty ask and Alice answer.

To elicit: chick.
2. Learn the new word by reading.
chick, chick
a chick
It’s a chick.
3. T: How many chicks? ten
chant: Ten little yellow chicks.
4. Introduce a chick:
It’s a _______.
It’s ________.(bigsmall)
It’s _________. (colour颜色)
It can _______.(pic.)
chick goes:
“Peep…Peep…”(Ss: repeat)
Put on a chick’s mask:
Imitate the chick:
Hello!
I’m a chick.
Peep…Peep…

1. Show quack’s sound.
To elicit: duck
2. Learn the word by reading.
duck, duck
a duck
It’s a duck.
duck goes:
“Quack…Quack…”(Ss: repeat)
Put on a duck’s mask:
Imitate the duck:
Hello!
I’m a ____.
Quack…Quack…
4. Introduce a duck:
It’s a _______.
It’s ________.(bigsmall)
64 74

Make a chant:

Post-task
activities
1. What’s missing?

2. Listen and match.


It’s _________. (colour颜色)
It can _______.(pic.)

1. Chant:
A chick, a duck
One and two.
A chick, a duck
I see you.
A chick, a duck
I love you.



Chant:
A cow, a pig
One and two.
A cow, a pig
I see you.
A cow, a pig
I love you.

1. What is missing?

2. Listen and match the sounds
with the words.


Homework：

Suggestion:







课 时 计 划
第十四周 星期 五第 2 节 2012 年 11 月30日
65 74

Unit 10 On the farm
Period 3

Using nouns to identify common farm animals
e.g. duck
Asking wh-questions to find out specific information
about something
Language focus:
e.g. What’s this?
Using a pronoun to refer to something
e.g. It is a chick.

Understanding the key pattern
Listening
e.g. What’s this？
Using a pronoun to refer to something
e.g. It is a chick.
Using wh-questions to find out specific information about
something
Language skills:
Speaking

e.g. What’s that?
Using the key pattern to identify an animal
e.g. it’s a chick.
Contents Methods
1. Sing a song

2. Ask and answer.
3. Guess a riddle.
farm------ on the farm

Purpose
1. Stimulate students’
interest in learning
English by singing a
song and talking in
English.

2. Create a situation to
elicit the topic.

Pre-task
preparations
1. Sing a song

2. Talking time.
3. To elicit the topic.

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1. review : cow
















While-task
procedures
2. review : pig












1. Guess a riddle:
Look! It’s big. It’s tall.
It’s white and black.
It’s goes “Moo…Moo…”
What’s that?
To elicit: cow
2. Learn the new word by reading.
Cow, cow
It’s a cow.
cow goes
“Moo…moo…”(Ss: repeat)
Put on a cow’s mask:
Imitate the cow:
Hello!
I’m a ____.
Moo…Moo…
4. a chick ask a cow:
What can you do? dance
5. Introduce a cow:
It’s a _______.
It’s ________.(bigsmall)
It’s _________. (colour颜色)
It can _______.(pic.)

a pig and pig’s sound.
To elicit: pig
2. Learn the word by reading.
pig. pig
a pig
It’s a pig.
3. chant:
It’s a pig, pig, pig.
It’s big, big, big.
It’s fat, fat, fat.
It’s pink, pink, pink.
pig goes
“Oink…oink…”(Ss: repeat)
Put on a pig’s mask:
Imitate the pig:
Hello!
I’m a ____.
Oink…Oink…






Introduce a cow to lay a
foundation for self-
introduction.







Learn the new word by
listening, guessing,
reading and chanting.
















Imitate a pig to arouse
their interest.



Post-task
activities
1. Guessing game.
riddles:
3. Introduction.
1. Guessing pictures. Help ss be familiar with
2. Guessing riddles. the sounds of animals.

3. Make a self-introduction by Consolidate the new
67 74

acting as the animals.

words.
Lay a foundation for
making a self-
introduction by
guessing riddles.
Introduce the animals.


Homework：
Finish the workbook.
Read unit10 five times.
Suggestion:














课 时 计 划
第十五周 星期 一第 2 节 2012 年 12 月3日
68 74

Unit 11 In the zoo
Period 1

Language focus:


Language skills:
Listening

Speaking

Pre-task
preparations

While-task
procedures
Post-task
activities


Contents






Methods



Purpose

Homework：

Suggestion:

课 时 计 划
第十五周 星期 三第 2 节 2012 年 12 月5日
69 74

Unit 11 In the zoo
Period 2

Language focus:


Language skills:
Listening

Speaking

Pre-task
preparations

While-task
procedures
Post-task
activities


Contents






Methods



Purpose

Homework：

Suggestion:



课 时 计 划
第十六周 星期 五第 2 节 2012 年 12 月7日
70 74

Unit 11 In the zoo
Period 3

Language focus:


Language skills:
Listening

Speaking

Pre-task
preparations

While-task
procedures
Post-task
activities


Contents






Methods



Purpose

Homework：

Suggestion:


课 时 计 划
第十六周 星期 一第 2 节 2012 年 12 月10日
71 74

Unit 12 In the park
Period 1

Language focus:


Language skills:
Listening

Speaking

Pre-task
preparations

While-task
procedures
Post-task
activities


Contents






Methods



Purpose

Homework：

Suggestion:


课 时 计 划
第十七周 星期 三第 2 节 2012 年 12 月12日
72 74

Unit 12 In the park
Period 2

Language focus:


Language skills:
Listening

Speaking

Pre-task
preparations

While-task
procedures
Post-task
activities


Contents






Methods



Purpose

Homework：

Suggestion:


课 时 计 划
第十七周 星期 五第 2 节 2012 年 12 月14日
73 74

Unit 12 In the park
Period 3

Language focus:


Language skills:
Listening

Speaking

Pre-task
preparations

While-task
procedures
Post-task
activities


Contents






Methods



Purpose

Homework：

Suggestion:



74 74