pep五年级上册英语教案全英文
玉菜扒排翅-销售人员
2004年度第一学期 第五册英语
教学工作计划
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
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
起讫日期
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
教学内容（章节或单元）
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
Unit6 lesson6 Recycle2 lesson1
Recycle2
lesson2、3
Review 1
Review 2
Review 3
Review 4
Review 5
教学辅助
活动
实际完成
情况
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 teeth—have breakfast—water the
flowersplants—
make the bed—sweep the
floor—clean the 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 live There are
There aren’t
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:
感谢您的阅读，祝您生活愉快。