(新)〖人教版〗五年级上册英语教案(全英文)全集汇总 附送(中文)教案全集
狮子男-自驾游景点
(新)人教版五年级上册2019学年英语教案(全英文)全集汇总 附送
中文教案全集
(共2套)
2018-2019学年度第一学期五年级英语教学计划
学生基础知识、基本技能、智力状况及学习情感的简要分析：
五、六年级的学生,
其认知特点已经以来明显的变化, 他们已经意识到英语在自己生活
中无处不在,
但有时却又苦于无法用英语表达, 所以存在着对英语学习的渴望,
迫切想学更
多的英语。虽然以前已经接触到了一些英语,
但是这些孩子之间的差距还很大。他们强烈的
求知欲使他们更自觉的想学好英语。
五年级的学生两极分化比较严重, 部分同学已能达到自主学习, 尝试用英语交流的水
平,
但也有部分同学基础知识都无法掌握。六年级也存在两极分化的问题, 但较五年级而言,
稍平均些,
且其接受英语的能力也比五年级更好。
本学期学科教学的目的要求：
1、 能听
、说、读、写92个单词或短语以及13组句子和9个单句。（包括教师、课程、食
物、家务劳动、居室
家具和自然景物等几个话题）要求能在真实语境中正确运用并能读
懂简短语篇。
2、
能听、说、认读16个单词。
3、 能学会6个手工制作。
4、 能听懂、会唱8首歌曲。
5、 能听懂、会吟唱12首歌谣。
6、 能完成6个自我评价活动。
7、
能理解6个幽默小故事。
8、 能了解6项简单的中西方文化知识。
提高教学质量的打算：
教学进度表
本学期上课23周共48课时, 其中新授课36节,
复习考试6节, 机动6节。
周次 起讫日期 教学内容（章节或单元） 教学辅助
活动
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
9.1-9.3
9.6-9.10
9.13-9.17
9.20-9.24
9.27-10.1
10.4-10.8
10.11-10.15
10.18-10.22
10.25-10.29
11.1-11.5
11.8-11.12
11.15-11.19
11.22-11.26
11.29-12.3
12.6-12.10
12.13-12.17
12.20-12.24
12.27-12.31
1.3-1.7
1.10-1.14
1.17-1.21
1.24-1.28
1.31-2.4
Review
Unit1
lesson1、2、3
Unit1 lesson4、5、6
Unit2
lesson1、2
Unit2 lesson3、4、5
Unit2 lesson6
Unit3 lesson1
Unit3 lesson2、3、4
Unit3
lesson5、6
Recycle1 lesson1、2
Recycle1
lesson3 Unit4 lesson1
Unit4 lesson2、3、4
Unit4 lesson5、6
Unit5 lesson1、2、3
Unit5 lesson4、5、6
Unit6 lesson1、2
Unit6 lesson3、4、5
Recycle2 lesson2、3
Review 1
Review 2
Review 3
Review
4
Review 5
实际完成
情况
Unit6
lesson6 Recycle2 lesson1
课时授课计划
UNIT 1 MY NEW TEACHER
Unit 1 Lesson1
(Let’s start Main scene Part A Let’ s learn Let’s
find out Part C Let’s
sing)
1. Teaching
aims
(1). Be able to ask: “who’s your art
teacher? What’s he like?” and give the right
answer.
(2). Be able to master those
words: old, short, thin, tall, strong, in four
skills.
(3). Be able to understand the orders,
and to finish the tasks of “Let’s find out”.
(4). Be able to sing the song of “ My New
Teacher”.
2. Key and difficult points
(1). Replace the words: old, short, thin,
tall, strong, young, funny, kind, according to
the sentence.
(2). Master the words: old,
short, thin, tall, strong, in four skills.
3. Teaching aids
(1). English cards,
teacher’s photos, castle
4. Teaching
steps
(1). Warm up
a. Let’s chant: big and
small, long and short.
b. Listen to the “Let’s
start”.
c. T: hi, everyone! Nice to see you
again. What grade are you in now?
What are we
going to learn in this term? Guess!
This unit
we’ll learn My New Teacher.
(2). Preview
Do you have new teachers? Who are they?
Who’s your…teacher?
Mr. Miss…
(3).
Presentation
Let’s start
a. Rabbit has
many new teachers in her school.
b. Task:
Sarah will introduce some new teachers to you.
Who’s the new teachers?
Let’s learn
a.
They are Sarah’s teachers. Describe these
teachers.
(Put up the surname on the picture)
Who’s Sarah’s …teacher?
Mr. Miss…
What’s heshe like?
He’s She’s …
(Review the words: strong, tall, short, thin,
and present the new words: young, kind,
old,
funny.)
b. Learn the new words, read and
spell.
c. Listen to the tape and read after
it.
d. Describe your own teachers.
Who’s
your …teacher?
Who’s Sarah’s …teacher?
Mr.
Miss…
What’s heshe like?
He’s She’s …
T-S S-S
Let’s find out
a. Guess:
This is our P.E. teacher. He’s tall and
strong. He’s a little old. He’s very funny. We
all like him. Who is he?
This is our math
teacher. She’s tall, she’s not strong and she’s
not thin. She
teaches in grade 6.
b. Make
the dialogue and pick up the right picture in Ss
book..
Let’s sing
a. Learn to sing the
song of “My New Teacher”.
(4).
Consolidation and extension
a. Do listening
practice in the activity book P1.
b. Write the
four-skilled words four times.
c. Design the
task according to the “Let’s find out”
Such
as: She’s tall. She’s beautiful. She’s very young.
We all like her. Who’s she?
Teaching
notes:
Unit 1 Lesson2
(Part A Let’s try Let’s talk Part C Good to know)
1. Teaching aims
(1). Be able to say:
Who’s your math teacher? Mr Zhao. What’s he like?
He’s thin and
short. He’s very kind, and can
use it freely.
(2). Be able to understand the
“Let’s try”, and to finish the exercise.
(3).
Be able to know the part of the “Good to know”.
2. Key and difficult points
(1).
Master the sentences of this lesson, and can use
it freely in daily life.
(2). Help students to
catch the new words and new sentence in “Let’s
try”.
3. Teaching aids
some
teacher’s photos, some pictures, castle
4. Teaching steps
(1) Warm up
a. Sing:
My New Teacher
b. Chant.
(2). Preview
a. Ask & Answer
Who’s your…teacher?
What’s heshe like? He’sShe’s…and….
(Fill in the words we have learned.)
(3).
Presentation
Let’s try (Do listening
practice.)
Explain how to do.
Let’s talk
a. Show the part of photos quickly,
then ask students to recall who are they?
b.
Listen to the tape and read after it.
c. Make
a dialogue with your partner.
A: Who’s
your…teacher?
B: Mr. Miss…
A: What’s he
she like?
B: he’s She’s …
T-Ss S-S ask
and answer
d. Activity book P2 number 4 Talk
about your teachers with your partner.
Teacher do it with a student first, Ss ask and
answer with the partner.
Good to know
Person who speaks English used to call “Mr
Zhang or Zhangming”, that is “Mr
+surname or
just name”. They never say “Mr Zhangming”.
Explain the difference between China and
Western countries.
(4). Consolidation and
extension
a. Do the listening practice in
activity book. P2 number 3.
Explain how to do
first.
b. Listen to the type and read it to
your friends.
c. Tell your parents what you
have learned in “Good to know”.
Teaching
notes:
Unit 1 Lesson3
(Part A Read and write Pair work Part C
Pronunciation )
ng aims
(1). Be able to
say the dialogue and can use it in daily life.
(2). Be able to master the sentences: “Who’s
your English teacher? Mr Carter. What’s
he
like? He’s tall and strong.”, in four skills.
(3). Be able to understand the regulation of
Pronunciation, and can read these words.
2. Key and difficult points
(1). Master
the sentences in four skills.
(2). Have the
right pronunciation.
3. Teaching aids
some teacher’s photos, some cartoon
pictures, castle, English cards
4.
Teaching steps
(1). Warm-up
a. Chant.
b. Guess teacher (one student chose one of
photos, and ask other students to
guess who’s
heshe?)
c. Greeting
T-S: Look, I like our
Chinese teacher. She’s short. What about you?
(2). Preview
a. Spell the words: old,
short, thin, tall, strong.
(3). Presentation
Read and write
a. T: Zhang Peng and Tim
have a short dialogue. Please listen carefully and
answer
my questions.
b. Listen to the
tape.
First time: What are they talking
about?
Second time: (1) How many new teachers
does Zhang Peng have?
(2) Who are they?
(3) Who’s Zhang’s English teacher?
(4)
Where’s he from?
(5) What’s he like?
(6)
Who’s he?
c. Open the book, then ask students
to learn the dialogue by themselves, and to
find some difficult points.
d. Read after
the tape.
e. Help the students to solve the
difficult points, and to finish the questions.
f. Learn to write the sentences.
Teach
them how to write formally.]
Pair work
Teacher prepares the cards, let the students
make a dialogue.
A: Who’s that
manwoman?
B: He’sShe’s…
A: What’s he like?
B: he’s She’s …
T-Ss Ss-Ss
Pronunciation
a. Read the word according
to their regulation of pronunciation.
b.
Listen to the tape and read after it.
c.
Practice the tongue cross.
(4).
Consolidation and extension
a. Do the activity
book.P3 number 5, 6.
Listen twice, filling the
blank and tick or cross.
b. Listen to the tape
and read it to your parents or friends.
c.
Write the four sentences four times.
Teaching notes:
Unit 1
Lesson4 (Part B Let’s chant Let’s learn Part C
story time)
ng aims
(1). Be able to say
“Let’s chant”
(2). Be able to master the
words: kind, funny, young, smart, active in four
skills. Be
able to read, speak and understand
some phrases about the strict, principal,
university student, and can use it freely.
(3). Be able to understand the story
2. Key and difficult points
(1). Be able
to use the words: principal, university, student,
strict, smart, active
freely, and learn these
words in four skills.
(2). The pronunciation
of “university, principal, strict”.
3.
Teaching aids
Some finger marks, some relative
pictures, some teacher’s or student’s photos,
English cards
4. Teaching steps
(1). Worm up
a. Let’s sing
b.
Greeting A: Who’s your Chinese teacher? Is she
quiet short…?
B: Yes. Miss
Liu is our Chinese teacher. She’s quietshort…
A: What’s your science teacher like?
…
(2). Preview
a. Let’s guess.
She’s
a lady in our school. She has short hair, she has
a pair of glasses. Now you
can ask me the
questions to get the answers.
Ss: Is she…?
(3). Presentation
A Let’s learn
a. Yes, she is our principal. She’s Miss Mrs Qiu.
Learn to say the words: principal.
b. Is
she strict?
Yes, she is , but she’s very kind.
Learn to say and spell the words: strict
c. Is she active? Yes, she is, she’s very
active. No, she isn’t. she is quiet.
Learn to say and spell the words: active quiet.
d. Learn the new words according to some
teacher’s photos.
smart, kind, funny.
e.
Pay more attention to the pronunciation of
“university and strict”.
f. Listen to the tape
and read after it.
B Let’s chant
a. Play the chant in Part B, and ask the
students to tell the teacher what they
have
understood.
b. Listen to the chant again and
read after it.
C Story time
a. Listen
to the story and discuss this story with your
partners.
b. Read the story
4.
consolidation and extension
(1). Finish the
listening exercise in Activity book.
(2).
Listen to the “Let’s chant” and read it to you
parents.
(3). Adjust the chant according to
your interesting.
Teaching notes:
Unit 1 Lesson5 (Part B Let’s try
Let’s talk Group work Part C Let’s check)
1.
Teaching aims
(1). Be able to say the
sentences: “Who’s that young lady? She’s our
principal. Is she
strict? Yes, she is. No,
she isn’t”, and can use it in situation.
(2).
Be able to finish the “Let’s check”, and make the
right assessment to their study
in this
unit.
2. Key and difficult points
(1). Be able to replace the key words in the
sentences, and use these sentences
freely.
(2). Be able to give the positive or negative
answers to the question sentences “Is
heshe…?”
3. Teaching aims
some teacher’s
photos, some pictures and some English cards.
4. Teaching steps
(1). Warm-up
a.
Let’s chant in Unit 1
b. Show the new chants,
and choose which one is the best.
(2). Preview
a. Who’s your principal? Miss Qiu. Is she
young? No, she’s old. She’s very kind.
b. To
replace the key words and make the new sentences.
(3). Presentation
A. Let’s talk
a.
Put up the picture. Who’s that young lady? Now
listen to the dialogue between
Helen and John,
and think about it.
b. Listen to the tape, ask
and answer.
T: Who’s that young lady?
Is
she strict kind active quiet?
c. Listen to
the tape and read after it.
T-S S-S
B
Group work: Guess the person.
a. How many
words we can describe others? What are they?
Old kind young thin strong tall short
pretty active quiet strict
nice smart
funny
b. Ss make a puzzle:
Such as: I
have a new friend…teacher. Guess: Who’s heshe?
Ss: A boy or a girl? Is shehe
tallshortquietactive…?
C. Let’s try
D. Let’s check
4. consolidation and
extension
(1) To finish the listening exercise
in Activity book.
P5 listen and write YES and
NO.
(2). Listen to the tape and read the
dialogue to your friends.
(3). Try to describe
your favorite teacher to your parents.
Teaching notes:
Unit
1 Lesson6 (Part B Read and write Talk and draw
Part C Task time)
1. Teaching aims
(1). Be
able to say the sentences: I have a new math
teacher. Her class is so much fun.
Really?
What’s she like? She’s young and pretty. She’s
university student.
(2). Be able to master the
read sentences in four skills.
(3). Be able to
finish the task of “Talk and draw”.
2.
Key and difficult points
(1). Master the
sentences: “Is she quiet? No, she isn’t. She’s
very active. Is she strict?
Yes, she is, but
she’s very kind.” in four skills.
(2). Do the
nice cards and introduce it in English.
3. Teaching aids
English cards, some
materials
4. Teaching steps
(1).
Warm-up
Let’s chant
Guess: Who’s this man?
She’s our …teacher. I like her.
Is he strict?
Yes, he is.
(2). Preview
To spell the
words
(3). Presentation
A. Read and
write
a. Look at the picture and try to
describe the teacher
b. Read the dialogue with
your partner, and try to understand it.
T:
who’s that young lady?
What about her class?
What’s she like?
Is she a university
student?
Is she quiet…?
c. Listen to the
tape and read after it.
d. Finish the
questions.
e. Learn to write the red sentences
B. Talk and draw
One say and another
draw it according to what he understand.
C. Task time
Encourage students try to
solve the questions in English.
4.
Consolidation and extension
(1). Do the
reading exercise in Activity book.
P6. read
the passage with your partner, do the excises
first, and check together.
(2). Listen to the
tape and read it to your parents, and write the
sentences in four
skills.
Teaching notes:
Unit 2 My
days of the week
Unit 2: lesson1( Let’s start
Let’s chant A Let’s learn. Let’s play C Let’s
sing)
1. Teaching Aims:
(1)
Three skills for sentences: What day is it today?
What do we have on Mondays?
(2) Four skills
for words: Monday, Tuesday, Wednesday, Thursday,
Friday.
(3) Can do “Let’s play.”
(4) Sing
a song: My days of the week.
2. Key and
difficult points:
Words:
Monday, Tuesday,
Wednesday, Thursday, Friday.
3. Teaching
aids:
Pictures, cards, tape.
4.
Teaching steps:
(1).Warm-up:
Free talk.
T: What time is it? Guess.
It’s … it’s
time for English class.
(2). Preview:
Use
the time schedule on the board: It’s 8:35. It’s
time for Chinese.
It’s 9:25. it’s time
for math class…
Lead sentences: We have
Chinese, math, English---on Mondays.
(3).
Presentation:
a. Let’s chant.
T leads Ss
to chant.
b. Learn the new words: Monday,
Tuesday, Wednesday, Thursday, and
Friday.
After chant, read the word cards and spell the
words.
①Monday M-O-N-D-A-Y. lead the Ss to
recite.
The same to teach Tuesday.
②T:
What day is it today?
Ss: It’s Wednesday.
Spell.
The same way to teach Thursday and
Friday.
③drill, practice.
c. Show picture
and introduce the time schedule
T: What day
is it today?
Ss: It’s Monday.
T: What
do you have on Mondays?
Ss: We have…on
Mondays.
T leads Ss to answer.
T—Ss, Ss-
Ss, Ss-S1
d. Read after the tape.
e. Let’s play.
f. Sing a song.
g. T write the new words and Ss write after T
and find the rule of writing
and remembering
these words.
(4). Consolidation and
extension:
a.
Do the listening exercise in
Activity book.
P9 (1), (2)
T explains the
exercise, listen and match, finish the
sentences.
b. Write the new words four times
and recite them.
c. Ss book P18: Design a time
schedule and show them in the class.
Teaching notes:
Unit2
Lesson 2(A Let’s try. Let’s talk. Group work. C
Good to know.)
1. Teaching Aims:
(1)
Two skills for sentences: What day is it today?
It’s---What do you have on---? We
have---.I
like---and can talk with each other.
(2) Good
to know.
2. Key and difficult points:
(1) Three skills for sentences: What day is
it today? It’s---What do you have on---?
We
have---.I like---. Can talk with each other use
sentences have learnt.
(2) Let’s try.
3. Teaching aids:
Pictures, cards, tape,
calendar.
4. Teaching steps:
(1). Warm-up:
a. Sing a song: My days of
the week.
b. Free talk.
T: What day is it
today?
Ss: It’s Wednesday.
Spell.
What
do you have on Wednesdays?
I have Chinese,
math….on Wednesdays.
T uses the schedule to
lead the students answer this questions.
(2).
Preview:
a. Review the new words. Read and
spell.
b. Do: Let’s try.
Instruct the Ss
to do the exercise.
(3). Presentation:
Let’s talk.
a. Ss read the text first and
think about two questions:
What day is it
today? What classes should Amy learn this day?
b. Answer the questions:
Ss: It’s
Wednesday. Amy has English, science, computer and
P.E. on
Wednesdays.
T: Does she like
Wednesdays?
Ss: Yes, she like
Wednesdays.
T: Do you like Wednesdays? Why?
Ss: Yes, I like Wednesdays. Because we
have… No, I don’t like
Wednesdays.
c. Read
after the tape.
T-Ss, Ss-Ss, recite.
d.
Show the picture, T-Ss
, Ss-Ss
, Ss-S1
ask and answer.
Group work
Ss
book P18 we have write down the
time schedule.
Please look at it, let’s a
sk and
answer.
T: what do you have on ….?
Do you like ….?
Why?
I like….because we have …on….
Ss say
to the partners.
Activity book P10
Fill in
the blank and read.
Good to know.
Mother’s Day, Father’s Day and Thanksgiving
day.
(4).Consolidation and extension:
a.
Do the listening exercise in Activity book.
P10 (3)
T explains the
exercise,
listen and write the number.
b. Read to your
partners, and design a new time schedule.
Teaching notes:
Unit2 lesson3( A Read and write. Pair
work. C Pronunciation)
1. Teaching Aims:
(1) Can know the meaning of the story.
(2) Four skills for sentences.
(3)
Pronunciation.
2. Key and difficult
points:
Four skilled sentences and
pronunciation.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching
steps:
(1).Warm-up:
a. Let’s chant.
b.
Sing a song: My days of the week.
c. Free
talk.
T: What day is it todaytomorrow?
What do you have on…?
Which day do you
like?
(2). Preview:
Spell words.
(3).
Presentation:
Read and write
a. T show
picture and ask: It’s time to go bed. Mike puts
away his textbooks. But he
puts wrong books in
his schoolbag. Why?
b. Read the dialogue by
students. Lead Ss to find the answer quickly
c. Listen to the tape, sentences by sentence.
d. T asks questions.
T: what day is
it today?
What dose Mike have on Wednesdays?
What day is it tomorrow?
What dose he
have tomorrow?
e. Read together after T, check
the answer.
f. Write the sentences after T.
Pronunciation.
(4). Consolidation and
extension:
a. Pair work: ask and answer in
pairs. What do you have on…?
b. Activity book
P11, P15
explains the
exercise.
c.
Write the sentences four times.
Teaching
notes:
Unit2 lesson4(B
Let’s learn. Let’s chant C Story time.)
1.
Teaching aims:
(1) Can do: Let’s chant.
(2) Four skills for words: Saturday, Sunday.
Can say phrases: do homework, watch TV,
read
books.
(3) Story time.
2. Key and
difficult points:
(1) Words:
Saturday,
Sunday. phrases: do homework, watch TV, read
books.
3. Teaching aids:
Pictures,
cards, tape.
4. Teaching steps:
(1).
Warm-up:
a. Let’s chant.(P14)
(2).
Preview: Pass the sentences
T: What do you
have on Mondays?
S1: We have…on Mondays. What
do you have on Tuesdays?
S2: We have…on
Tuesdays…..
S3:
(3). Presentation:
a. You have many classes on Monday, Tuesday,
Wednesday, Thursday and Friday.
These are
weekdays. But we have the other two days. They’re
Saturday and
Sunday.
b. Read and spell
Saturday and Sunday. They’re weekends.
c. What
do you do on Saturdays and Sundays? Let’s chant
(P19)
d. Act what do they do on weekends.
Guess.
Lead to phrase: do homework, watch TV,
read books.
e. Read after the tape and
practise the sentences.
f. Let’s chant.
g.
T act the other actions: play football, play
basketball, play the violin, play the
piano,
paint, play computer games, listen to music…
Ask and answer: what do you do on…? I ….on …
T-Ss Ss-Ss Ss-S1
h. Ss write the new words
after T.
Story time
T put up the picture,
Ss read first, and listen to the tape, read after
the tape
and T, act the story.
(4).
Consolidation and extension:
a. Activity book
P12(1) listen and match.(2)finish the sentences.
With the T’s instruction.
b. Write the
new words four times.
c. Write different
chants.
Teaching notes:
Unit2 lesson5( B Let’s try. Let’s
talk. Pair work. C .Let’s check.)
1. Teaching
aims:
(1) Two skills for sentences: What
do you do on SaturdaysSundays? I often do
homework, read books and watch TV.
(2) Can
do “Let check.”
2. Key and difficult
points:
(1) Three skills for sentences: What
do you do on SaturdaysSundays? I often do
homework, read books and watch TV. Can talk
with each other use sentences have
learnt.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching
steps:
(1).Warm-up:
a. Let’s chant.
b.
Free talk.
T: what day is it today?
What
do you have on…?
(2). Preview:
On
weekdays, we study hard. On Saturdays and Sundays
we can do other things
and have good rest.
What do you do on Saturdays and Sundays?
Review the words and sentences have learnt.
(3). Presentation:
Let’s try.
Listen
and circle.
Let’s talk.
a. Read by the
students first.
b. Ask and answer: What does
ChenJie do on SaturdaysSundays?
c. Read after
tape sentence by sentence.
Read: T-Ss Sb-Sg
Ss-S1
Pair work.
Use more phrases, let
the students ask and answer in pairs.
T: What
do you do on…?
Do sports: play football, play
basketball, go swimming, go fishing, go to the
park…
Listen to music, play the violin, play
the piano…
paint, play computer games, do some
shopping.
Let’s check.
4.
Consolidation and extension:
a. Activity book
P13(1) listen and match.(2)read and circle YES or
NO.
b. Arrange your weekends reasonable.
d. Activity book P14(5)
Teaching
notes:
Unit2
lesson 6 (B. Read and write. Group work. C Task
time.)
1. Teaching aims:
(1) Can
know the meaning of the story.
(1) Four skills
for sentences.
(2) Task time.
2. Key and
difficult points:
Four skilled sentences and
task time.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching
steps:
(1).Warm-up:
New chant (make by
Ss)
(2). Preview:
a. Spell the words and
phrases.
b. Group work: what do you do on…?
c. Check the Activity book P14
(3).
Presentation:
a. Ss read the text and answer
the question using the sentences.
b. Listen to
the tape. Answer the questions:
Zoom and his
aunt Cathy are talking about his weekend, now
listen and answer my
questions.
What time
is it?
What day is it today?
What does
Zoom do on Saturday?
Which is the best?
Does he like Saturdays?
Aunt Cathy also
has her homework, what’s this?
c. Read after
the tape. Read together, check the answer.
d.
Write the sentences with T’s instructor.
Group work.
T asks one student: what do
you do on…?
Then say I can play with you!
And write down the student’s name.
Work in
the groups.
Task time.
Tell the Ss
the request, and ask them to do this excites after
class.
(4). Consolidation and
extension:
a. Check the Activity book P14 (5)
b. Write the sentences.
Teaching
notes:
Unit 3 What’s your
favorite food?
Unit 3 lesson1( Let’s start
main scene A Let’s learn. Group work.)
1.
Teaching aims:
(1) Three skills for
sentences: What would you like for lunch? I’d
like---.
(2) Four skills for words: tomato,
tofu, green beans, fish, potato, eggplant.
(3)
Three skills for words: cabbage, mutton, pork.
(4) Group work.
2. Key and difficult
points:
Words: t
omato, tofu, green beans,
fish, potato, eggplant, cabbage, mutton, pork.
3. Teaching aids:
Pictures, cards,
tape, co lour pens.
4. Teaching steps:
(1).Warm-up:
a. Sing a song
. “What
would you like?”
b.
Let’s chant
(Pep4)
(2). Preview:
a. Put up
the cards(food),
T: We have many food here.
What would you like?
Ss: I’d like some….
Tofufish spell.
b. Show a picture
in “Let’s start.” and let Ss guess the food.
(3). Presentation:
Let’s learn
a.
Tomato& potato
T shows card: tomato.
Read
and spell.
The tomatoes are juicy and red.
What about potatoes?
They’re tasty and brown.
teach “potato” in the same way.
b. mutton,
cabbage, pork.
T teaches words: mutton,
cabbage, pork. Ss read after T. Recognize
quickly and read quickly.
c. Green beans&
eggplant.
What colour is it? It’s green.
Yes, it’s green beans. Read and spell.
It’s the vegetable. It’s purple. Guess what’s
this?
It’s eggplant. Read and spell.
d. Ss
listen to the tape and read the words.
e. Play
a game: T tells words, Ss tell the color of the
vegetables, and then
T tells the vegetables’
character. Ss tell the words.
f. To
consolidate the words have learnt.
Group work.
T: what would you like
for lunch?
Ss: I’d like some…
T takes off
a word card, say “Sure”.
Let Ss say ”Thank
you”.
T takes off a word card, say “Sorry,
no…”
Let Ss use small cards to talk in groups.
Let’s chant.
(4). Consolidation and
extension:
a. Activity book P17(1)listen and
match(2)write and say.
b. Write the new words
four times.
Teaching notes:
Unit 3 lesson2( A Let’s try. Let’s
talk. Talk and match. C Good to know.)
1.
Teaching aims:
(1) Two skills for
sentences: What do you nave for lunch today? I
have eggplant---and
can talk with each other.
(2) Good to know.
2. Key and
difficult points:
(1) Three skills for
sentences: What do you nave for lunch today? I
have eggplant---
Can talk with each other use
sentences have learnt.
(2) Let’s try.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
a. Let’s chant.
b. Free talk.
T: What
would you like for lunch?
(2). Preview:
What would you like for lunch? Means
“你中午想吃什么？”
But how to say“你吃了什么？”
Listen
to a song: What do you have for lunch?
After
the song, do you know
how to say“你吃了什么？”
Yes, that’s “what do you have for lunch?”
Let’s try.
(3). Presentation:
Let’s talk.
a. Read by students first, and
answer the questions.
T: What does Mike have
for lunch today? what about Sarah?
Ss:
Mike ha eggplant and tomatoes, and Sarah has
onions and green
beans.
b. Show the
sentences: What do you have for lunch today? Ss
read and
practise the new sentence.
c.
Practise the sentences in pairs: use the picture.
T-Ss, Ss-Ss, Ss-S1, one ask and the other
answer.
d. Play a game: One choose a card and
the other Ss ask, the one choose
card answer
using words and sentences have learnt.
e. Read
the text after the tape.
T-Ss, Ss-Ss
Talk and match.
Ask your paterner: What do
you have for lunch today?
Talk and match the
food.
T: what does your paterner have for
lunch today?
Ss: She he has…
Good
to know.
Tell Ss the traditional Chinese food,
and the festivals.
(4). Consolidation
and extension:
a. Check the answers in
Activity book P17, point out we should plus “es”
after tomato and potato.
b.
Activity book P18(3) Listen and match(4)make a
survey.
c. Ss’s bookP30 make your menu. Ask
Ss to write down a menu he want to
give us Ss.
Teaching notes:
Unit 3 lesson3( A Read and write. Group work.
C Let’s sing.)
ng aims:
(1) Can know the
meaning of the story.
(1) Four skills for
sentences.
(2) Sing a song.
2. Key
and difficult points:
Four skilled sentences.
3. Teaching aids:
Pictures, cards,
tape, school menu.
4. Teaching steps:
(1).Warm-up:
a. Sing a song;
b. Free
talk.
T: What day is it today?
Ss: It’s …
T: What do you have for lunch on …? (Show the
word cards (food)
Ss: We have…
(2).
Preview:
Let’s chant.
(3).
Presentation:
Group work
a. Show a form
(put up word cards (Mon.—Fri.)
T: There are
five days we have lunch at the school. Let’s make
a school
menu.
Put up the word cards
(food)
Ask and answer:
What do you have
for lunch on…?
I we have…
That sounds
good.
T-Ss Ss-Ss Ss-S1
At last, T shows
the menu.
T: This is our school menu.
b.
Design a menu ( Ss’ book P30), talk about the food
in groups.
Read and write.
a. Read
by students. And answer the questions.
What
does Amy have for lunch on Mondays?
What would
she like for dinner today?
b. Listen to the
tape and repeat.
c. Read after T, and read
together.
Check the answers in book P30
Let Ss find out what should we pay attention
to the writing.
d. Practise the sentences.
(4). Consolidation and extension:
a.
Activity bookP19(5)listen and write.(6)read and
tick or cross.
b. Write the sentences four
times.
c. Design a menu at home to your
parents.
Teaching notes:
Unit 3 lesson4( B Let’s learn. Let’s
chant )
1.
Teaching aims:
(1) Be
able to master the words: tasty, salty, sour,
fresh and sweet in four skills. and
three
skill for word: healthy .
(2). Be able to say
“Let’s chant”
(3) Can use the adj. to describe
the favorite food.
2. Key and difficult
points:
(1)
Four-skilled
words:
tasty, salty, sour, fresh, sweet
(2)
The pronunciation of “healthy”.
(3)
To
describe the favorite food.
3. Teaching
aids:
Pictures, cards, apples, orange, sugar,
salty, vinegar and tape.
4.
Teaching steps:
(1).Warm-up:
a. Let’s
chant.(PEP4 Unit6)
b. Free talk.
T: Do you
like tomatoesonions? Why?(they’re juicy and tasty,
they’re smelly.)
(2). Preview:
T: Do you
like apples? Why?(they’re yummy and tasty)
Please taste it.
Ss taste the apple, and enjoy
a song “an apple a day”
(3). Presentation:
Let’s learn
a. Tasty& sweet
T: Is it
yummy?(S1)
Is it tasty?(S2)
Is it
sweet?(S3)
T: So it’s yummy, tasty and sweet.
Teach tasty& sweet, read and spell.
b.
Fresh.
T: you like apples, and I like apples
too. They’re sweet and tasty.
They’re my
favourite.
But I don’t like this apple. It’s
not fresh. Look!
I like this apple, it’s
big, red, sweet and it’s fresh!
Teach fresh,
read and spell.
c. Healthy.
T: apples are
very good for us. Here is an old saying: An apple
a day
keeps doctor away. It means
(一天一个苹果, 医生就会远离你)
So apples are healthy, they’
re healthy for us!
Teach healthy, read.
d.
Sour.
T: Look, I have oranges too. Are they
healthy for us?
Yes, they’re healthy for
us.
Do you like oranges? Why?(Ss)
They’re tasty, sweet and healthy.
They’ re my
favourite, too.
Let me taste it.
Hmm….it’s
sour! Do you want to try?
Ss taste the orange.
Is it sour?
Teach sour, read and spell.
What else is sour in our life?
Yes, grapes
are sour.
Take out the vinegar and let the Ss
smell.
e. Salty.
The vinegar is sour, we
need it in the cooking.
We need sugar in the
cooking, too.
Mix the sugar in the hot water.
And ask the students to tasty it.
Lead the Ss
to say it’s sweet.
Change another glass(salty)
Oh, I’m sorry, I take a mistake, it’s
salty.
Teach salty, read and spell.
f.
Read new words after T.
Let’s chant.
Read the chant.
Make a new chant.
Task time.(Write and talk)
Put up a
form(Activity bookP21), ask and answer
What’s
your favourite fooddrinkfruit?
I like…
Why?
Because it’s …
T demonstrates
with two Ss.
(4). Consolidation and
extension:
a. Activity book P20(1,2)
b.
Write the words four times.
c. Ask your
parents what’s their favourite fooddrinkfruit, and
why.
Teaching notes:
Unit 3 lesson5( B Let’s try. Let’s
talk. Pair work. C .Task time.)
1.
Teaching aims:
(1) Two skills for
sentences: What’s your favourite food? IWe
like---. And can talk
with other Ss using
sentences have learnt.
(2) Can do “Task time.”
2. Key and difficult points:
(1)
Three skills for sentences: What’s your favourite
food? IWe like---. And can
talk with other Ss
using sentences have learnt.
3. Teaching
aids:
Pictures, cards, tape.
4.
Teaching steps:
(1).Warm-up:
a. Let’s
chant (book P31,Activity bookP20)
b. Free
talk.
Do you like…? Why? (They’re tasty
sweet fresh….)
(2). Preview:
Let’s try.
(3). Presentation:
let’s talk
a. T: I
like chicken, beef and fish. and draw smell face
on the blackboard.
Ss learn to say: favourite.
b. Teach sentence: What’s your favourite food?
T: What’s your favourite food?
Show
mutton, pork, chicken.
S1: I like I
don’t like…
S2: Me too. It’s (tasty and
yummy…)
Play games to practise the sentence
running trains.
Use bananas, etc fruit and
food
c. Read the text and answer the
questions.
T: what’s Sarah’s favourite food?
What about ChenJie? Why?
d. Read the text
after the tape.
T-Ss Ss-Ss Ss-S1
Practise
the dialogue by picture.
Pair work:
T:
lead the Ss to ask and answer.
Then make a new
dialogue.
Do Activity book P21 (4) write and
talk.
Task time.
T: what’s your favourite
food?
But I don’t like it, can you make an
ad. for us and let us to buy it?
Ss make ad.
then tell others, look how many Ss will pass it.
(4). Consolidation and extension:
a.
Activity book P21 (3) Listen and match.
b.
Activity book P23 (2)answer the questions in pairs
after class.
Teaching notes:
Unit 3 lesson6( B Read
and write. Group work. C Pronunciation. Let’s
check.)
1.
Teaching aims:
(1)
Can know the meaning of the story.
(2)
Pronunciation.
(3)Four skills for sentences.
(4)Let’s check.
2. Key and difficult
points:
Four skilled sentences.
3.
Teaching aids:
Pictures, cards, tape.
3. Teaching steps:
(1).Warm-up:
a.
Let’s chant.
What’s your favourite food?
Mutton, chicken or fish?
I like fish best.
It’s salty and tasty.
What’s your favourite
drink? Milk, water or orange juice?
I like
orange juice best. It’s sweet and sour.
What’s
your favourite fruit? Strawberries, watermelons or
grapes?
I like Strawberries. They’re fresh and
healthy.
I don’t like grapes. They’re fresh,
but they’re sour.
(2). Preview:
Free
talk.
T: What’s your favourite
food?
Ss tell what’s their favourite food.
Practise sentences: I like…I don’t like…
(3). Presentation:
Read and write.
a.
Read and finish the sentences.
b. Listen and
answer the questions.
What’s Monkey’s
favourite fruit? Why?
Does rabbit like fruit?
Does he like grapes? Why?
What’s his
favourite fruit? Why?
What does Zip like? Why?
What about Zoom?
He says he has to eat
vegetables. Why?
c. Listen to the tape and
repeat after the tape and T.
Check the answer.
Read together.
d. Lead the Ss to find out
what they should pay attention to the writing.
Group work.
What’s your favourite
food? Why?
Ask and fill the blanks in groups.
Activity book P22 (5) Read and answer the
questions.
Pronunciation.
Read
after tape and find out the rules in
pronunciation.
Let’s check.
(4).
Consolidation and extension:
a. Activity book
P22 (6) Listen to the dialogue and write the
questions.
b. Write the sentences four times.
c. ask your parents’ favourite food, and make
for them.
Teaching notes:
Recycle 1
Lesson1( Main scene
Read and write 1 Let’s chant.)
1. Teaching
aims:
(1) Review the dialogue in Unit 1—3,
request them can use these sentences in the real
situation.
(2)be able to say the chant,
and understand it
2. Key and difficult
points:
Use the four skilled sentences in Unit
1—3 in the real situation.
The pronunciation
of the two time adv.
3. Teaching
aids:
microphone, English cards
4.
Teaching steps:
(1).Warm-up
a. T plays the
tape of “B Let’s chant”.
b. Daily talk.
A：What day is it today?
B: It’s …
A:
What do you have on…?
B: We have…
A: Who’s
your… teacher?
…
(2).Presentation
Main
scenes
T: This is Willow School. Let’s walk
through Willow School and talk about it.
a. ①
Look, these are the teachers.
A: Who’s the
young lady?
B: She’s Miss Green, she’s our
English teacher.
A: What’s she like?
B:
She’s …
Drill the three pictures by Ss.
②
Look at the time schedule. Let’s talk about it.
A: What day is it today?
B: It’s …
A:
What do you have on…?
B: We have…
Drill
the dialogue by Ss.
③ This is the school
menu.
A: What do you have for lunch on…?
B: We have…
A: What’s your favourite food?
Why?
Drill the dialogue by Ss.
b. Guessing
game
T: We have… on that day, what day is it
doday?
Ss play this game.
Read and
write
a. T: This is the newspaper. Do we have
school newspaper?
(take a microphone) Can I
interview you for the newspaper?
T: What do
you do on …?
What’s your favourite food?
(Include teach “sometimes” and “usually”,
“study violin”)
b. Listen to the tape,
read after it.
c. Interview the others.
T-S1,S2 S1-S2 Ss1-Ss2
d. Finish the
report, and read it.
Let’s chant
Lead the Ss to read rhyming
(4).Consolidation and extension
a.
Activity book P25 (2) Listen, write and chant.
Check the E(1), tell the Ss how to rearrange
the sentences.
b. Listen to the tape.
c.
Make a lesson list.
Teaching notes:
Lesson2 (Read and write 2
Listen and circle Pair work.)
1. Teaching
aims:
(1)Be able to read the new sentences by
review: My favourite day is Monday. My
favourite teacher is …
Can use them in the
real situation.
(2)Be able to write the
letter.
(3)Be able to use “Would you like some
…?”to ask and answer.
2. Key and
difficult points:
(1)Review the sentences in
Unit1—3.
(2) Write the letter to Jack.
3. Teaching aids:
cards of the food,
tape.
4. Teaching steps:
(1).Warm-up
a. Let’s chant.
b. Interview each other.
(2) Preview.
Listen and circle
Pair
work
Use the sentences: Would you like some
…?
(3) Presentation
Read and
write
a. T: The boy loves Saturday. His
favourite day is Saturday.
The girl loves
Sunday. Her favourite day is Sunday.
T: What’s
your favourite day?
Ss: My favourite day is …
T leads Ss to say: My favourite
nimalcolourteacher is…
b. Guessing game
Ss: What’s your favourite food?
S1:Guess!
S2:Yes …is are my favourite food.
c.
Listen to the tape of “Read and write”.
Listen and answer the questions.
What’s his
name?
How old is he?
Where does he
study?
What’s his favourite day?
What
does he have on his favourite day?
What does
he have for lunch on Monday?
What’s his
favourite food? Why?
Who’s his favourite
teacher? What teacher?
What’s he like?
d.
read it by yourself, and do you have any questions
to me?
d. Complete the excise, and check.
e. Write back the letter.
T help Ss.
Ss read their letters.
(4).Consolidation and extension
a.
Activity book P30, introduce yourself, who write
well can be stick on to the wall.
b. Listen to
the tape.
Teaching notes:
Lesson3(Task time Let’s play Let’s
sing.)
1. Teaching aims:
(1)Be able to use
the sentences to complete the task in the Task
time.
(2)Can understand the questions in Let’s
play, can answer these questions.
(3)Can sing
the song“My Favourite Day”.
2. Key and
difficult points:
(1)review and use the
four skilled sentences.
(2)complete the task
in the Task time, and show to the others.
3. Teaching aids:
a blank filled in.
4. Teaching steps:
(1) Warm-up
Listen
to the song “ My favourite day”
(2) Preview.
Daily talk.
(3) Presentation
Let’s
play
a. Suppose you’re a student in the Willow
School.
Look at the pictures of the “Willow
School” and “Let’s play”.
Then answer the
questions.
T ask 2 students the questions in
“Let’s play”.
b. Ask Ss to have a competition
to answer the questions.
c. Ask teacher’s
questions quickly.
Task time
a. T:
can you interview me?
Lead Ss to ask:
What do you do on weekens?
What’s your
favourite food?
T: I often…My favourite food
is ….
Ask 3students to ask T
b. In
group, one student, suppose you’re a litter
teacher, the others are the Ss,
please
interview the little teacher, and write down what
you interviewed.
Let the Ss use the form to
interview.
Let’s sing
Ss understand
and sing the song “My Favourite Day”.
(4)
Consolidation and extension
a. Activity book
P26 E3 listen and rearrange the story.
P27 E5 listen and write the numbers.
b. Listen
to the tape.
c. Guess the people.
Teaching notes:
Unit
4 what can you do?
Unit 4 Lesson1(Main scene
Let’s start A Let’s learn Let’s play. Let’s
chant.)
1、
Teaching aims:
(1)
Listen read and say the pattern “empty the trash.
Cook the meal, water
the flowers, sweep the
floor, clean the bedroom”
(2) Can use the
sentence “I’m helpful1! I can sweep the floor”
(1) Sing the chant “dog dog what can you do”
2. Key and difficult points:
(1) The
five patterns.
(1) use “ I can…”in the real
situation
3. Teaching aids:
word
cards, tape, cards of movement
4.
Teaching steps:
(1) Warm-up
let’s do (PEP3
unit 1 Part A)
(2) Previews
T: take the
card “ clean the window.” Do the action. Ask Ss
“Can you clean
the window?”
Lead the Ss
“Yes, I can…”
T: “ Can you wash the
window?”
Ss “ I can…”
Tell the Ss the
difference between “clean” and “wash”.
(3)
Presentations
Let’s learn.
a. T draws some
flowers on the board. Say “ I can draw flowers.” T
do the
action water the flowers and say “ I
can water the flower” lead the Ss to
spell and
read the word “ water flower”
b. T: “I can
water the flowers, what can you do?” Do the action
sweep the
floor, lead them learn to say “ I
can sweep the floor.”
Read and spell.
c. T: After we sweep the floor, we should
empty the trash.
Empty the S’s pencil-case,
teach “empty”
Make a trash, teach.
Teach: Empty the trash. Read and spell.
d. T:
I can wash the window, I can sweep the floor, I
can clean the desks
and chairs, I can make the
bed, so I can clean the bedroom. Learn to say
“ clean the bedroom” .
Read and spell.
e. Boys and girls, Miss Ye can clean the
window, can …. What can you do?
Ask Ss to
say: I can… practise.
f. T: You can do so many
things. You’re helpful.
Teach
“helpful”.
I’m you’reshe’s he’s we’re
they’re… helpful
g. T:S1, are you helpful? Can
you water the flowers?
Teach “water the
flowers”, read and spell.
h. T: Miss Ye is
helpful at home. I can wash the window, I can
sweep the
floor, I can empty the trash, I can
water the flowers, but there’s one
thing I
can’t do.
Guess, what I can’t do?
Yes, I
can’t cook the meals. I’m not helpful.
Read
and spell. “cook the meals”
Listen and
repeat.
Listen and show the finger.
T
says the phrases, and Ss show which picture.
Practices
a. Ask and answer.
What can
you do?
I can…
T-Ss B-G
b. Ss say to
the others what can they do and can’t be the same
pattern.
Let’ s chant
a. T
shows the animals’ pictures.
“Dog, dog, what
can you do?
I can run after you.”
Show
dog, rabbit, bird, mouse, elephant
Ss answer
what can they do
b. Ss listen to the chant.
chant and do.
(4)Consolidations
a. Activity book. P33 E1 listen, number and
match.
E2 read and write.
b. do some housework at home and teach your
parents..
c. write the four-skilled phrases
four times.
Teaching notes:
Unit 4 Lesson2( A Let’s try Let’s
talk Group work C Let’s sing.)
1、Teaching
aims:
(1) Understand and say: “are you helpful
at home? What can you do? I can
sweep
the floor. You’re helpful”
(2)Sing the song “I
can help”
2. Key and difficult points:
(1) What can you do? I can ….
(2) Are you
helpful at home?
3. Teaching aids:
tape, word cards
4. Teaching steps:
(1) Warm-up
a. Let’s do( PEP3 unit 4 Part
A)
b. Let’s chant.
(2) Previews
a.
guess game.
T do the action and Ss use the
“I can….” to answer.
Spell and write.
b.
The dog can run, the panda can eat bamboo, the
mouse can hide in the
shoe, Mike can draw
animals in the zoo. I can sing , I can play ping-
pong.
What can you do?
Talk about what
can they do at home. To give more answers.
(3)
Presentations
Let’s try
Listen and
tick or cross.
Check.
Let’s talk
a.
Mike is helpful at home. What about ChenJie? Is
Chen Jie helpful? What
can she do? Listen to
the tape, please.
b. Ss answer the questions.
Listen again and repeat the dialogue.
T-Ss
Ss-Ss
c. Use the pictures to practice the
sentence.
Are you helpful at home?
What
can you do?
d. T: Today is mother’s day. Mom,
happy Mother’s Day! Let me help you.
Ss: What
can you do?
T: I can…
Ss: Great. You’re
helpful!
Practice in the groups.
Group work.
Make a survey.
What can
you do? Ask two friends.
Talk to the class:
*** can cook the meal…ect.
T and s1 make a
model.
Let’s sing
Listen to the song “ I can help”, then learn
to sing the song.
To get the meaning, sing
after the tape.
(4) Consolidations
a.
Do the activity book.P34 E3 Listen and match
E4 Listen and write.
b. Ask Ss to help their
parents to do some housework and say it in
English.
Teaching notes:
Unit 4 Lesson3( A Read and write Let’s
play C Pronunciation Story time.)
1. Teaching
aims:
(1) grasp the spelling of “ what can you
do? I can sweep the floor”
(2)Can use and
write these sentences
(3)Pronunciation, can
read with the role of “or, all, pl and pr”
(4)Story time
2. Key and difficult
points:
(1) the spelling of the word
and sentence
(2) what can you do? I can….”
3. Teaching aids:
the picture, tape
4. Teaching steps:
(1) warm-up
a. Let’s chant
b. Sing the song “I can
help”
(2) Previews
a. T show the word
cards ask Ss read and write.
b. Game “what’s
missing”
c. Free talk.
Are you helpful?
What can you do at home?
(3) Presentations
Read and write
a. T shows the picture, say
“Look. This is mother goat. She is ill. Let’s help
her. What can you do?”
Ask Ss to answer.
Show the sentences: What can you do? I can…
Read and spell.
b. The monkey,
rabbit, Zoom and Zip are helping Mother Goat ’re
helpful. What can they do?.
Let’s listen
to the tape and find out the answer.
Listen
and answer T’s questions.
c. Read the
dialogue.
T-Ss S1-S2-S3-S4
Finish the
sentences.
d. Learn to write the sentences.
Let’s play
Use the card to ask and
answer what can you do? I can ….
According to
the real situation, to say “Yes, you canNo, you
can’t.”
Let’s chant.( New chant)
Amy, Amy, what can you do?
I can sweep the
floor.
Yes, yes, yes. Yes, you can. You’re
helpful.
Amy, Amy, what can you do?
I
can cook the meals.
No, no, no. No, you
can’t.
Pronunciations
Read
with the role of “or, all, pl and pr”
or: pork
fort short storm horse shorts orange morning
all: all tall small ball wall hall fall call
pl: plant play plan plane place please plate
pr: pretty pride print proud pray express
Story time
(4)Consolidations
a. Do the activity book P35 E5 Listen and
write.
E6 Read and
write.
P39 E1 croup and
read
P40 Listen and number.
b. Sing
the song to their parents
c. write the
sentences four times.
Teaching notes:
Unit 4 Lesson4( B
Let’s learn Let’s chant C Good to know.)
1.
Teaching aims:
(1) Understand and say and
write: “wash the clothes, set the table ,make
the bed, do the dishes”
(2) Let’s chant
(3) Know something about the circumstance and
safety key
2. Key and difficult points:
(1)The words and patterns about the housework
(2)The pronunciation of the word “clothes”
3. Teaching aids:
word cards, tape
4. Teaching steps:
(1) Warm-up
a. Let’s do ( PEP3 unit 4 Part B)
b. teach
“make the bed” and “ set the table”.
Read
and spell.
(2) Previews.
a. Let’s chant.
(New chant)
b. spell the sentences:
“what can you do ?” “I can ….”
(3)
Presentations
Let’s learn.
a. T does the
action, I can wash my face, what can you wash?
Lead the Ss to say “I can wash the…”
T: I can wash my coatjeansshirt…
I can
wash the clothes.
Read and spell.
b. T:
I wash the clothes, dry them, and then I put away
the clothes.
Read and spell.
c. Ss read
after the tape, teach “do the dishes”
Practice the new words.
d. Make the new
chant
Use the things what Ss can do , e.g:
“Can you do housework ? Yes I can . I can … I
can …”
e. Pass one by one
Show some
different sentences to every groups. Ask them to
pass it .and
see which group is fastest and
correct.
Let’s chant
Listen and read
after the tape.
Practice
It’s
sunny, let’s do housework today.
What can you
do all day?
Let’s start from “get up”
Get
up—wash face and
the
teeth—have
bed—sweep
breakfast—water
the
floor—clean
the
the flowersplants—make
bedroomliving room…--cook the meals—set the
table—have lunch—do
the dishes—empty the
trash—wash the clothes—put away the
clothes—cook the meals—have dinner—do the
dishes—watch TV—(oh,
I’m tired) have sleep.
What about you? Talk about your life.
Good to know
(4) Consolidations
a. Do the activity book. P36 E1 Listen and
match.
E2 Listen and
fill in the blanks.
b. Ss write the words
c. Teach your parents the phrases.
Teaching notes:
Unit
4 Lesson5( B Let’s try. Let’s talk. C Good to
know.)
1. Teaching aims:
(1) Listen say
and read the sentence “Can you …?Yes, I , I can’t,
but
I’d like to have a try!”
(2)Can read
the dialogue
(3) Can finish the Task time.
2. Key and difficult points:
(1)Can
you …?Yes, I , I can’t.
(2)I’d like to have a
try! and use it in the real environment
3. Teaching aids:
words plate, word
cards, tape
4. Teaching steps:
(1)
Warm-up
a. Let’s chant. P49
b. “Can you do
housework?” (New chant)
(2) Previews
a. T
uses the cards ,show the card quickly and Ss do
the actions on the
cards.
b. T
shows the numbers, Ss say out the phrases and
spell.
c. more and more.
Ss say the
phrases one by one, and should not repeat.
(3)Presentations
Let’s try.
a. Let’s try.
finish the “listen and link”
b. check the
let’s try. and practise “can you…? Yes, I canNo, I
can’t.”
Let’s talk
a. Four Ss are
talking about the housework. Now read it and
answer my
questions.
Can Chen Jie set the
table? What else can she do?
Can John wash the
clothes?
He says “But I’d like to have a try.”
What’s the meaning?
Ss read and answer the
questions.
b. Listen and repeat.
c. Act
out in the groups.
Task time.
Finish
the interview on the P52, and filling the blank.
Talk to the class. Who’s the most helpful.
(4) Consolidation
a.
write the four-skilled words four times.
b. Do
the activity book.P37 E3 Listen and match.
E4 Read and answer.
c. Learn the things you
can’t do.
Teaching notes:
Unit 4 Lesson6( B Read and write Group work. C
Let’s check.)
1. Teaching aims:
(1) The
spelling of “ Can you make the bed? No, I can’t
.can you use a
computer? Yes I can.”
(2)Can write “Can you make the bed? No, I
can’t .can you use a computer?
Yes I can.”
(3)Can read the sentence “I can play chess”
(4)Let’s check
2. Key and difficult
points:
Write “Can you make the bed? No, I
can’t .can you use a computer? Yes I
can.”
3. Teaching aids:
Picture,
word cards, tape
4. Teaching steps:
(1)
Warm-up
a. Sing the song
b. Let’s do and
let’s chant
(2) Previews
a. Read the
Part A and B
b. Play the game “stone,
scissors, paper!” the winner say the Chinese
meaning and the loser write the words.
c.
(3) Presentations
Read and write.
a.
Show a robot and say “we have a new friend today.
He’s a robot, let’s say
hello, robot” What can
he do? Can robot make the bedset the table? ….
Now let’s listen to the tape.
b. Listen to
the tape and answer the questions.
Can the
robot make the beddo the dishesset the tableplay
chessuse
a computer?
c. Read after the
tape.
d. First together, then in group, last
individual
Practice the dialogue in groups.
T-robot Group-S1,S2,S3,S4
e. Fill
in the blanks.
f. Write the sentence.
Practices
a. Group work
make a
interview and filling the blanks.
b. Guessing
game “who am I ?”
I can do …. Give Ss tips and
guess.
I can empty the trash. I can water the
flowers and tress. I can kick the
ball. I
can’t fly. I’m big. I can’t hide in a shoe. I have
big ears and a long
nose. Who am I?
c.
Finish the let’s check
(4)Consolidations
a. Do the activity book. P38 E5 Listen and
write.
E6 Answer the
questions.
P39 E2 Finish the sentences.
b.
write the sentences four times.
c. Help your
parents and teach them the phrases.
Teaching notes:
Unit 5 My new room
Uint5 lesson1 ( Let’s
start main scene A Let’s learn. Let’s play. C
Let’s
sing)
1. Teaching Aims:
(1)
Three skills for sentences: Is this your…? I
have…. And can use them to talk with
friends.
(2) Four skills for words: mirror, curtain,
closet, end table, trash bin.
(3) Can sing a
song: My small bedroom.
2. Key and
difficult points:
(1) Words: mirror, curtain,
closet, end table, trash bin.
(2) The
pronunciation of air-conditioner.
3.
Teaching aids:
Pictures, cards, tape, mirror.
4. Teaching steps:
(1).Warm-up:
a. Let’s do.（PEP3 Unit4 A, B）
b. Spell
quickly: door, chair, window, desk, bed.
(2).
Preview:
Main scene
T acts like Zoom,
look, I have my own room. What can you see in my
room?
Ss: I can see…(a shelf, a desk, a chair,
a lamp…)
(3). Presentation
Let’s learn.
What else do I have?
a. T point to the
mirror take out a mirror, say: I have a mirror,
and let Ss read the
word after T.
Mirror,
a bigsmallnewold mirror, the mirror is terrific.
Read and spell.
b. end table. A
bigsmallnicenew…end table. Two bigsmallnicenew…end
tables.
The end tables are big.
Read and
spell.
c. the same way to teach “curtain,
closet, trash bin”.
d. Practise the words have
learnt: 做第四拍活动。
e. air-conditioner.
Play a
game: S1 hide the card: air-conditioner and S2 try
to find the card. The
other Ss speak
the word low or loudly.
f. Listen, point, and
repeat.
g. chat. Is this your bedroom?
Yes, it is. Come and look at my bedroom. I have…
Let’s play
Who can say the most?
In
my room, I have a…, a…, and…
Let’s chant
Let’s sing.
(4). Consolidation and
extension:
a. Activity book. P41 E1 Listen and
match.
E2 Let’s play
b.
write the four-skilled words.
Teaching
notes:
Unit5 lesson2
(A Let’s try Let’s talk. C Good to know.)
1.
Teaching aims:
(1) Understand and say the
three-skilled sentences.
(2) Good to know.
2. Key and difficult points:
1)
Sentences: There is…. There are….
2)
Sentences: I have my own room now. What’s it like?
3. Teaching aids:
Tape, word cards
4. Teaching steps:
(1) Warm-up
a. Let’s chant.
b. Spell the four-skilled
words.
(2) Preview:
a. Let’s try.
b.
Say the differences of the two pictures.
T:
I have my own…
Teach “my own”
Ss: I have my own…
(say the differences)
(3) Presentation:
Let’s talk
a. T draw
a room and say: Look, this is my own room. I have
my own room now.
b. T put up different thing
on the blackboard and say: There is a blue…, There
is a
red…, There is a yellow…
lead the Ss
say: There is a blue…, a red….a yellow…
c. T
draw the curtains. Says: there are the blue
curtains…
d. Ss practise the sentences
together. Then make sentences one by one.
e.
Play a game.
Ss: what’s it like?
S1:
There isare…
Ss: Yes, there isare.
No.
there isn’taren’t.
( T separate the things,
make them ask easily)
f. Listen and repeat.
g. Run trains to practise the dialogue.
T-Ss Ss-Ss
Good to know.
(4).
Consolidation and extension:
a. Activity book
P42 E3 Listen and tick
E4
Find and say.
b. Describe your bedroom to your
friends.
.
Teaching notes:
Unit5 lesson3 (Title: Talk and draw, Read
and write. Let’s play. C
Pronunciation)
1.
Teaching Aims:
1) Understand and say and
write: “There is a …There are….
2)
Pronunciation.
2. Key and difficult
points:
Sentences have to write.
3.
Teaching aids:
cards, tape.
4.
Teaching steps:
(1).warm-up
Sing a song.
(2). Preview:
a. According to the cards,
make sentences.
b. spell the words.
(3). Presentation:
Talk and draw.
One says the bedroom, and the partner draw.
Listen and stick the picture.
a. T draws
a house.
I have a new house now.
There is
a kitchen on the first floor.
(T sticks the
kitchen.)
teach: It’s on the first floor.
b. T shows a sentence, Ss read and one stick on
the picture.
c. Ss describe the house
together.
Read and write.
a. listen
and read.
b. Ss who have questions asks the T
c. Finish the sentences.
e. Ss write the
sentences after T.
Let’s play.
Who
can say the longest sentence?
Start from the
different things.
Pronunciation
(4). Consolidation and extension:
a.
Activity book P43 E5 Read, write and answer.
E6 Describe the rooms.
b. Write the sentences
four times.
Teaching notes:
Uint5 lesson 4 ( B
Let’s learn Let’s find out C Story time.)
1.
Teaching Aims:
1) Understand and say and
write: “in, on, under, behind, near.”
2) Three
skills for words and sentences: Where’s the…?
It’s…. Over, in front of
2. Key and
difficult points:
The use of the seven words
which are describing the direction.
3.
Teaching aids:
word card, tape.
4.
Teaching steps:
(1).warm-up
T shows the
cards, Ss say: There isare…
(2). Preview:
a. Guessing game
T shows a box, and asks:
What’s in the box?
Ss: There is…There are….
(mirror)
b. Put the mirror inonundernear
the box, review the prep.
Read and spell four
words.
(3). Presentation:
a. T puts Ss’
pen overbehindin front of the pencil-case.
Teach behindoverin front of
stand behindin
front of the chair to understand these two words.
Read and spell.
b. Do as I say:
Put your…inonundernear behindoverin front of …
Use Ss’s stationery to let Ss understand the
positions.
c. T: Where is the ….?
Ss: The
… is…
T-Ss, Ss pratise the words in pairs.
d. Game: who has the best memory?
Observe the picture in Ss’s book p61 three
minutes, the answer the questions.
T: Where
is…?
Ss: The…is….(prep) the….
e. Ss
write the words again and do the Activity book in
P44 E1 Listen and fill in the
blanks.
Let’s find out.
There isare….
To find
out the mistakes.
Story time
(4). Consolidation and extension:
a.
Activity book P44 E2 Find and write.
b. write
the four-skilled words four times.
Teaching notes:
Unit5 lesson 5 ( B Let’s try. Let’s talk. C
Task time.)
1. Teaching Aims:
1) Listen
say and read the sentence “There is a…near…the….
The…is near…the….and
can use them to talk with
friends.
2) Can introduce the room.
2. Key and difficult points:
Sentences:
There be.
3. Teaching aids:
Word
cards, tape.
4. Teaching steps:
(1)
Warm-up
Game. What’s missing?
Spell the
missing word.
(2). Preview:
a. do as I
say. Put your…inonundernear behindoverin front of
the hand.
b. Let’s try.
Listen and
match,
Describe the things.
T: Where is
the…?
Ss: The… is … the…
(use the picture
to practice.)
(3). Presentation;
a. T
write the sentence on the blackboard:
There
is a the .
Read from the back of
the sentence one word by one word.
Eg:
bedroom, the bedroom, in the bedroom, closet in
the bedroom, a closet in the
bedroom, There is
a closet in the bedroom.
Practice three
pictures.
①There is a closet in the bedroom.
②There is a trash bin behind the end table.
③There is an air-conditioner over the bed.
b. There is a , a , a and a the .
Practice two pictures.
①There is a
closet, a trash bin and an air-conditioner in the
bedroom.
②There is a living room, a bedroom, a
study, a bathroom and a kitchen in the
house.
c. There are the .
Practice three pictures.
① There are two end
tables in the bedroom.
② There are four
pictures on the wall.
③ There are three
mirrors under the curtain.
d. There are ,
a and a the
There are two
pencils, a ruler and a eraser in front of the
pencil-case.
e. Draw the room as T says.
Activity book P45 E4
T says the things in
the room, Ss draw.
(the room is the Zhang
Peng’s room.)
Let’s talk
Read, listen
and repeat.
Let’s parctise.
There
isare…inonundernear behindoverin front of …
a.
Picture
b. Classroom.
(4).
Consolidation and extension:
a. Activity book
P45 E3 Listen and answer the questions.
P47 E2 Think and choose A or B.
P48 E3 Read and write.
b. Describe your room
to your friends, and teach your parents.
Teaching notes:
Unit5 lesson6 (B Read and write
Let’s find out. C Story time.)
1. Teaching
Aims:
1) The spelling of “The closet is near
the table. The trash bin is behind the door.
Many clothes are in the closet.
2)
Understand the sentences: What’s on the computer?
I work with it.
2. Key and difficult
points:
The spelling sentences.
3.
Teaching aids:
Picture, cards, tape.
4. Teaching steps:
(1) Warm-up
Game.(slow action)
Guess what’s the word?
Read and spell.
(2). Preview:
My
mistake.
Put up a picture, T says the wrong
sentences, Ss judge and say Uh-hmh or Uh-uh?
(3). Presentation:
Read and write.
a. is the .
T says the sentences,
Ss put the things.
T put the things and Ss
say the sentences.
Eg: the air-conditioner
is over the closet.
b. There is a are
the .
T says the sentences, Ss put the
things.
T put the things and Ss say the
sentences.
Eg: There is an air-conditioner
over the closet.
c. T: Do you remember the
Robot? He has his own room. What’s it like? What’s
in it?
Listen and think my questions.
What’s in it?
Where is it are they?
d.
Finish the sentences..
e. Read the text twice
f. Write the sentences.
Let’s find
out.
There is are…the….
(4).
Consolidation and extension:
a. Let’s check.
b. Activity book. P46 E5 Listen, read and
write.
c. Design your own room, and say sth.
about it.
Teaching notes:
Unit 6 In the Nature
Park
Unit6 lesson1:( Main scene Let’s start. A
Let’s learn. Let’s find out. C
Let’s sing.)
1. Teaching Aims:
(1) Be able to read and
write the four-skilled words: flower, grass,
river, lake,
forest, path.
(2) Be able to
read the three-skilled words: sky, cloud, mountain
and the
sentence: There is a forest in nature
park.
(3) Can finish the task in “Let’s find
out” to find out the differences.
(4) Sing
the song “The Panda”.
2. Key and
difficult points:
(1)
about the nature
words: flower, grass, river, lake, forest,
mountain, sky, cloud,
path. And the
sentence：There is a forest in nature park.。
(2)
lead the Ss to find out the
differences and use There be…to describe it.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
a. sing the song of “The Panda”.
b. Daily
talk.
(2) .Preview
Let’s start.
T shows the pictures of “Let’s start”,
Then point at them and say : Look! This is the
sky, What colour is it? (in the city, the sky
is gray.)
T: Look at the picture 2. This is
the sky. What colour is it? (in the village, the
sky is
blue)
T: What can you see in the
picture 12?
(I can see the cars, the trees,
the buildings, and a lot of smoke in Pic1, I can
see the
river, the grass, the big tree and the
flowers in Pic2)
T: Which picture do you
like?
(Environment education.)
(3)
Presentation
Let’s learn.
a. T: I like
the village, it’s green. But the city is not so
green like the village, so we
build the nature
park in the city.
Teach: Nature Park.
b.
T: What will in the nature park? Do you know?
According to the Ss’s answers, T shows the new
words of the “mountain, forest,
river, grass,
path, lake, cloud, flower”.
Pay attention to
the words of the “mountain, cloud, flower”.
Teach the new words and let Ss use “There be…
in the nature park” to describe.
c. T shows
the picture of the picture from the button to top,
and ask: What else can
you see?
Let Ss
use “There be… in the nature park” to describe.
And ask them use the adj.
d. listen and read.
Listen to T’s instrument, point to the
words.
e. Game : Quickly.
two Ss touch the
cards pasted on the board to have a competition.
First the picture cards, and then the word
cards.
Let’s find out.
Four Ss a
group to describe the pictures, and to find out
the differences.
Use “There be… in the nature
park” to describe.
Enjoy music, image
,what’s in the music?
(4).Consolidation
and extension.
a. Activity book P49 E1 Listen,
number and draw the path.
E2 Finish the
sentences.
b. Design a nature park.
c.
write the four-skilled words four times.
Teaching notes:
Unit
6 lesson 2：(A Let’s try Let’s talk Pair work. C
Pronunciation.)
1． Teaching Aims:
(1) Be
able to say: “Is there …? Yes, there is. No,
there isn’t”and can use it in
the real
situation
(2) Know the rules of the
pronunciation: e, or, wh.
2． Key and
difficult points:
(1) the sentence pattern: Is
there …? Yes, there is. No, there isn’t.
(2)
the rules of the pronunciation: e, or, wh. Lead Ss
to learn by themselves.
3. Teaching aids:
Pictures, cards, tape. A box with some cards
in it. (about the fruit, the toys, the
furniture and so on)
4. Teaching
steps:
(1).Warm-up:
a. sing the song of
“The Panda”.
b. review the words.
What’s
in the nature park city village…?
There is
…. In the…
(2) Preview
a. Let’s try.
Listen and circle.
b. use the picture to ask:
Look at the picture,. Is there a
lakerivermountain in the park?
Teach the
answers:
Yes, there is.
No, there
isn’t.
(3). Presentation
Game: guess
what’s in the box?
Use “ Is there a…in the
box?” to ask.
(there are some cards in the
box, about the fruit, the toys, the furniture and
so
on.)
Teach: Is there a…?
Let’s
talk
a. T: can you see something about the
city? What is a city ? Is there a farm in the
city?
Ss: No, there isn’t.
T:
Zhang Peng and John are talking about a city.
What’s the city like? Listen.
b. T
plays the tape of the “Let’s talk”.
Listen
and answer.
T: Is there a nature park in the
city?
Ss: Yes, there is.
T: Is there a
river in the park? Is there a farm?
c. Listen
and repeat.
d. change the pictures and talk
about it.
Is there a pathmountain in the
forest?
Is there a mountainlake in the
village?
T-Ss, S1-S2 ask and answer.
Pair work.
a. Desk mate ask and answer the
two pictures.
b. Activity book P50 E3 Let’s
find out. Ask and answer in the group.
c.
Activity book P50 E4 Talk about your city with
your partner.
Ask a student from the other
place to answer: Where are you from? Is there a…in
your city?
Ask and answer with your
partner.
Pronunciation
a. T reads the
words of “or”.
b. T shows some words of “er,
or, wh”.
(4). Consolidation and extension
Listen to the tape.
Teaching notes:
Unit 6 lesson 3：(A Read and write. Group work.
C Story time.)
1． Teaching Aims:
(1) be
able to read and write the four-skilled sentences:
Is there …? Yes, there is. No,
there isn’t.
(2)be able to use “Is there …? Yes, there is .
No, there isn’t.” to talk about the holiday
picture.
2. Key and difficult points:
(1)to control the sentence pattern: “Is there
…? Yes, there is . No, there isn’t.”
(2)to
use the sentences in the real situation.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-
up:
sing a song “The panda”
(2).Preview
(1) Game: Spell the words not
in order.
(2) Review “Let’s talk”.
(3). Presentation
Read and write
a. T:
What’s this?
Ss: It’s a picture.
T: Yes,
It’s my holiday picture.
Teach: holiday
picture.
b. T: guess what’s in the picture?
Ss use the “Is there a …?” to ask.
T:
Yes, there is. No, there isn’t.
c. T: Look!
This is a holiday picture of Wu Yi fan.
What’s in the picture? Listen.
Listen and
answer the T’s questions.
Read and ask
questions to teacher.
d. listen again and
finish the excises.
f. Write the four skill
sentences.
Group work.
Four Ss guess the
photo: what’s in the picture? Is there….?
Game: 心有灵犀
One student guess, the other
one do the action to remind him, and the others
say: yes,
there , there isn’t.
Story
time,
(4).Consolidation and extension
a. Activity book P51 E5 Listen, write, and
tick or cross.
b. write the sentences four
times.
c. Listen to the tape and read.
Teaching notes:
Unit 6
lesson 4: ( B Let’s learn Pair work C Good to
know.)
1． Teaching Aims:
(1) Be
able to read and write the four-skilled words:
bridge, house, road, building,
tree.
(2)
Be able to read and say the two words: village,
city.
(3) Can use the pattern：”here are … in
the city village.” To describe the senses in
the city and the village.
(4) Know the
panda’s inhabit.
2. Key and difficult
points:
(1) the four-skilled words：bridge,
building, tree, road, house, city, village.
(2) the usage and the pronunciation of the
nouns(pl)
3. Teaching aids:
Pictures, cards, tape.
4. Teaching
steps:
(1).Warm-up:
a. Let’s chant.
b.
Daily talk.
What’s in your room?
Is there
an endtable…. in your room?
(2). Preview
Where do you live?
In the city or in the
village?
(3). Presentation
Let’s
learn.
a. teach villagecity.
I live in
the villagecity.
Is there a farm in the
cityvillage?
No, there isn’t. Yes, there is.
b. draw a house.
Is there a house in the
village?
Yes, there is.
Teach house.
But is there only a house in the village?
Draw several small houses.
Lead Ss to
say: There are many small houses in my village.
c. draw a tree.
Look, what’s near the
house?
Teach: tree.
There is a tree
near the house.
Draw many trees near the
houses. Lead the Ss to say: there are many trees
near
the houses.
d. draw a river.
Look, there is a river across the village.
What’s over it.
Draw a bridge, and teach the
word.
There is a bridge over the river.
f.
draw a road.
There is a road to the city.
Teach: road. There is a road to the city.
g. in the village, there are many houses. What
about the city?
Draw many buildings, teach:
buildings.
Learn to say: there are many tall
buildings in the city.
h. listen and read
after the tape.
Listen and touch. Ss read a
word showed by T, two Ss have a competition to
touch
the word in the picture.
i.
According to the picture, make sentences.
There isare…in the city.
Which do you like?
Pair work
To say and write down the
same and differences between the city and the
village.
Good to know.
(4).
Consolidation and extension
a. Activity book P
52 E 2 Listen and choose
E 1
Finish the sentences.
b. Listen to the tape
and read the words.
c. find what’s in your
village.
d. write the four-skilled words four
times.
Teaching notes:
Unit 6 lesson 5：(B Let’s try. Let’s talk.
Let’s play. C Let’s check.)
1． Teaching Aims:
(1) Be able to say“Are there any …?”and the
answers“Yes, there are. No there aren’t”
can
use them in the real situations.
(2) Can
finish Let’s check
2. Key and difficult
points:
(1) Be able to say“Are there any
…?”and the answers“Yes, there are. No there
aren’t”
(2) Lead the Ss to use “any”
correctly.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching
steps:
(1).Warm-up:
a. Game: T says the
words, Ss point at a thing quickly.
b. Daily
talk.
What’s in the villagecity?
Lead
Ss to use There isare… in the villagecity to say.
(bridgehousesbuildingstrees…)
(2).
Preview
a. Let’s try. “Listen and circle”.
b. draw pictures.
Two groups stand the
city and village, listen to the T’s instruments to
draw
pictures.
T: There are many house in
the village.
S1 draws a house in country, S2
don’t move.
T: There are many house in the
city.
S2 draws a house in city, S1 don’t
move.
(3). Presentation
Let’s talk
a. T points to the pictures and ask:
What’s in your village city? Are there any … in
the village city?
Lead Ss to answer: Yes,
there are. No, there aren’t.
Teach: Yes,
there are. No, there aren’t.
b. game: let
the coin answer.
T shows out a coin , and say:
Are there any…( rivers ) in your village?
Ss
guess: Yes, there are. No, there aren’t.
Then
throw the coin, let the coin answer.
c. T:
this is my village. Show the picture quickly.
What’s in it? Guess!
Ss: Are there any …
in your village?
Teach: Are there any … in
your village?
d. show the lineation of the
scene picture, and ask Ss: what’ s in my
villagecity?
Let Ss to ask: are there any…in
the cityvillage?
Four groups have a
competition.
e. listen and read.
Let’s check.
(4).
Consolidation and extension
a. Activity book.
P53 E3 read and answer.
b. Act the story
between the city mouse and the village mouse.
c. Listen to the tape and read.
Teaching notes:
Unit 6 lesson 6:
(B Read and write Pair work. C Task time.)
1．
Teaching Aims:
(1) Be able to read and write
the sentences: “Are there any …? Yes, there are.
No,
there aren’t.” and the word: mountain.
(2) Can use“There be …”to introduce village
and describe.
2. Key and difficult
points:
(1) Can read and write “ Are there any
… in the …?”
(2) Know fish’s pl is the same.
3. Teaching aids:
Pictures, cards,
tape.
4. Teaching steps:
(1) Warm-up:
a. let’s chant.
b. spell the words.
(2). Preview
Daily talk.(Activity book in
P53 E4)
Name My favorite place to There
are There aren’t
live
I like city. Because there are…there
aren’t…
Write on the board.
Ask Ss to
think: which do you like? Why?
Ask Ss: are
there any….?
To tell your desk mate your
favourite place to live and do the excise.
(3) Presentation
Read and write
a. T
says the scenes: There are many small
housesricersbridgemountains…
The
water is clean, there is many fish in the river.
The sky is blue, and there are many white
clouds.
b. open the book and see, which
picture do you draw?
c. listen and read by
yourselves, and think T’s questions.
Are there
any lake in Chen Jie’s village?
d. Ss read
again and ask T questions if they can’t
understand.
f. listen again and read after
the tape, read sentence by sentence, and T teach
the
writing,
g. finish the sentences.
Pair work
Four Ss ask and answer in
the group.
Are there any…in the…
(4).Consolidation and extension
a.
Activity book P54 E5 Read and write.
E6 Ask,
answer and write,
b. write the sentences four
times.
c. Listen to the tape and read.
d.
write a article about your village according to
the text.
Teaching notes:
Recycle 2
Recycle2 lesson 1: (Let’s read
Let’s chant.)
1． Teaching Aims:
(1) Review
the housework in Unit 4.
(2) Know the 12
months by recite the chant.
2. Key and
difficult points:
(1) To combine the content
in Unit4.
(2) read and say the 12 months.
3. Teaching aids:
Pictures, cards, tape,
table-board (calendar)
4. Teaching steps:
(1).Warm-up:
a. sing the song of “I
can help”.
b. free-talk
what can you do?
Can you…?
(2). Preview
a.
Let’s chant”.(Unit4 B)
b. Game: pass the
actions. Ss ask: what can you do?
The last one
say “I can….” according to the action passed to
him.
c. ask and answer.
S1: can
you…?
S2: yes, I can. Can you…?
S3:
yes, I can…
(3).Presentaion
Let’s
read
a. T take out the card of “cook the
meals”, and ask:
Can you cook the meals? Who
can the meals, your father or your mother?
Your father mother isn’t at home today.
Who
cooks the meals? What can you do?
b. T shows
the picture of the “let’s read”, T:
Mother
monkey isn’t at home today.
What can the
little monkey do?
Listen carefully and then
you’ll judge the sentences I read to you.
c. T
says some sentences.
Mother monkey is at
home.
The little monkey can cook the meals.
The little monkey can wash the clothes.
The little monkey can empty the trash.
The
little monkey can help his father.
d. act the
story.
T-Dad monkey Ss-monkeydad Ss-Ss
e. answer the questions, and write down the
answers.
f. Activity book P57 E2 read and
write.
Let’s chant
T: do you know
what day is the last Friday?
That’s New Year’s
Day. And it is in January.
T plays the song,
Ss read after it.
(4).Consolidation and
extension
a. Activity book P57 E1
b.
Listen to the tape and read.
Teaching notes:
Recycle 2 lesson 2: (Read and write Task time
Let’s play.)
3. Teaching Aims:
(1) Be able
to understand the article of “Read and write”, and
do the excise.
(2) Can finish the task “design
a house” by group work.
(3) Can read and
answer the questions in “Let’s play”.
2.
Key and difficult points:
(1) Use “There be “
to describe things.
(2) Can read and answer
the questions in “Let’s play”.
3.
Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
a.
Let’s chant.
b. spell the words in Unit6.
(2). Preview
read and write.
T: What’s
this? (village)
T: What’s in the village?
T: Is there …?
T: Are there any…?
(mountains, a lake, a river, small houses,
trees, grass, sky, a road…)
(3).
Presentation
Read and write
a. T describe
the picture, Ss judge right or wrong. (There
isare…)
b. Make sentences by a group of Ss.
S1: There, S2: There is, S3: There is a, S4
:There is a ….
c. T shows the sentences of
“Finish the sentences”
There is a … in the
picture
There are many … in the picture.
There isn’t a… over the river.
There are
no…in the river.
There are no…near the
road.
There aren’t many…in the village.
d.
Draw the missing things.
Ss point to the
things.
T: This is Deng Ming’s village. It’s
in the mountains.
Where are the mountains?
Are there small houses?
Is there a river?
Is there a bridge over the river? NO? But Deng
ming says there is a bridge
over the river.
Please draw on.
Are there any fish in the
river? Oh, there are no fish in the picture. But
in the
text, Deng Ming says there are many
fish in the river. Let’s put them in.
There
are many things not show in the picture, please
read the text, and draw
these things.
e.
Listen and check the picture.
Read and retail.
Game. Line up.
Show the word cards:
aren’t is there a fish the any There in
river.
Read the words first, the Ss who get
the cards line up.
Let’s play
a.
Shows the picture.
T: This is my village. Is
it pretty?
S1: where is the bridge?
S2:
it’s over the river.
S1: are there any goats?
S2: yes, there are.
S1: how many goats are
there?
S2: there are three goats.
Use
“where…” “are there any…” “how many…” ask and
answer with their desk
mates.
b. Game:
Catch the fish.
Put the “fish” around the
classroom, and Ss choose the star to catch the
fish, and
answer the questions. If they are
right, they’ll get the stars.
(4).
Consolidation and extension
a. Task time. Make
an ad for a house.
b. Activity book P58 E3
Read and write.
E4 Read and write.
c.
Listen to the tape and read.
Teaching
notes:
Recycle 2 lesson3:
(Listen and choose Pair work. Let’s sing.)
1．
Teaching Aims:
(1) Review the pattern “There
be”, prep and the phrases. by the activity of
“Listen
choose” and “Pair work”.
(2) Learn
the song of “We Can Help Our Planet”.
2.
Key and difficult points:
(1) Strength the
prep and the pattern of “There be”.
(2)
Distinguish the pictures which are alike.
3. Teaching aids:
Pictures (about the
bedrooms ect.), cards, tape.
4. Teaching
steps:
(1).Warm-up:
a. Let’s sing “We Can
Help Our Planet”
b. T shows the picture about
the room, nature park and village.
Free talk.
What can you do? Where is …? Is there ….? Are
there any…? How many…?
(2). Preview
Game: Do as me.
T: Show me your hands.
Put your hands on in under near behind in
front of
over the desk.
(3).
Presentation
a. T shows the back of the
picture, Ss answer the name of them.
b. T
shows the picture of “Pair work”, Let Ss ask:
Where is the …? S1: It’s in on
over …
c.
Game: Guess.
One student face the Ss, the
other Ss ask: Is there a … in the picture? S1 say
yes or no.
d. Desk mate.
S1 match four
things in “Pair work”
S2 asks: Is there a… in
the picture?
S1: Yes, there is.
S2: Where
is it?
S1: it’s inon…
Listen and
choose.
a. T says a sentence, Ss point a
picture. If he is right, he can get score.
b.
Listen to the tape, finish the exercise.
(4).Consolidation and extension
a. game.
Show the four words: city,
village, park, room.
Four groups stand for a
word, T show another word, a student read it. If
the word
is in the city village park room.,
this group should say the sentence quickly and
loudly. Then they’ll get the score.
b.
Game: Interesting sentences:
Every student
prepare two piece of paper, one writes the
name(Ex: closet), the
other writes the
place(Ex: in the river). Then put them together,
compose an
interesting sentences.
c.
Activity book P59 E5 Listen and write.
E6 Listen and draw.
d. listen to the tape and
read.
Teaching notes: