在欢快的歌曲中

在欢快的歌曲中 The teaching plan of Grade One Module 3 Places and activities Unit 1 In the classroom Tasks in this unit: Begin an interaction by asking the quantities.s\ Begin an interaction by eliciting a response Language focus: Using numerals to count from one to six. e.g., one, two, three, four, five, six Using numerals to show quantity e.g., three pencils Asking wh-questions to find out quantity e.g., How many…? Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., one, two, three, four, five, six Hear specific information in response to simple instruction Understand the key pattern e.g., How many…? Speaking Use numerals to describe things e.g., three pencils. Ask questions to find out quantity e.g., How many…? Scheme of work: Core contents Period ExtensioMaterials Grammar and Vocabular n expressions y - 1 - One book. One two three SB:pp.26 and 27 1 Three pencils. four five six WB:p.26and 27 Five rulers. Parts A and B How many…? seven eight SB:pp.28 and 29 2 nine ten WB:pp.27,28 and29PartsC,D,Eand Task Period 1 Language focus: Using numerals to count from one to six. e.g., one, two, three, four, five, six Using numerals to show quantity e.g., three pencils Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., one, two, three, four, five, six Hear specific information in response to simple instruction Speaking Use numerals to describe things e.g., three pencils. Pronounce words, phrases and sentences correctly Materials: Student‟s Book 1A, pp.26 and 27 Workbook 1A, pp.26 and 27 Parts A and B Cassette 1A Cassette player Flashcards 1A (one, two, three, four, five, six) Some common classroom items such as pencils and rubbers Pre-task preparations Aids: Cassette 1A, Cassette player Steps Contents Methods Purpose - 2 - 1 Song: Ten little Listen and sing a 在欢快的歌曲中，学 paper rabbits. song. 生已初步感知今天将 要学的1~10的数字。 2 one two three four Learn how to say 1-6. 边拍手，边学习，调 five six Clap and count. 动学生学习的热情。 While-task procedures Aids: Flash cards, screen, Steps Contents Methods Purpose 1 one two three four Play a finger game. 通过做动作让学生手 five six T:Show me one. 脑结合学习，便于记 Ss: (Show one 忆，效率更高。 finger) one. 2 One, two, three! Count the common 进行数字操练，复习前 Three pencils. classroom items and 面所学的单词，提高学 make sentence. 生将数词与名词连用 的能力。 3 One, one ,one Make a rhyme. 根据单词提示，小组合 pencil. Say and act. 作编读儿歌。 ... 4 Five, five rulers. Play a match game. 通过配对游戏，锻炼学 生的口语能力。 Post-task activities Aid: Workbook Cassette Steps Contents Methods Purpose 1 One ,two, three. Count and say. 进一步熟悉句子，锻 Three rulers 炼口语。 2 Workbook P26 27 Listen , tick and write. 听一听辨一辨，写一 Do PartA and Part B 写，表演对话。 Homework: 1.Review the rhyme “Ten little paper rabbit.” 2.Count in English. Suggestion: - 3 - 优点: 1、 通过欢快的歌曲中，让学生初步感知今天将要学的1~10的数字，调动 学生的学习积极性。 2、 通过游戏的方式，复习前面所学的单词，提高学生将数词与名词连用 的能力，特别是初步接触复数的用法。 3、 课堂的练习比较有效地提高了学生的口语能力。 缺点: 有个别学生还是没有真正参与近来，需注意这些学生的学习状态。 Period 2 Language focus: Using numerals to count from one to six Using numerals to show quantity e.g., three pencils asking questions to find out quantity e.g., How many…? Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., one, two, three, four, five, six, seven, eight, nine, ten Hear specific information in response to simple instructions Understand the key pattern e.g., How many…? Speaking Use numerals to describe things e.g., three pencils. Ask questions to find out quantity e.g., How many…? Materials: Student‟s Book 1A pp.28 and 29 Workbook 1A, pp. 27,281and29 Parts C and D,E and Task Cassette1A Cassette player Some common classroom items such as pencils, rubbeers Pre-task preparations Aid: Pictures of actions - 4 - Steps Contents Methods Purpose 1 Sing a song. Ten little paper 活跃课堂气氛，激发 rabbits. 学生学习兴趣。 2 T: Give me two Ask and answer with 以生生间问答形式， pencils. deskmate. 练习了口语，复习前 S: Here you are. 面所学的句型，也增 T: Thank you. 进彼此的友谊。 While-task procedures Aids: Pictures of action Steps Contents Methods Purpose 1 How many books? Listen and read the 读准每个单词，能正 sentence. 确模仿老师的发音， 集体念，个别念，交 替进行。 2 How many books? Say and act. 让学生在表演中理解 Two books. 句意。 3 How many …? Play a guessing game. 在游戏中完成学习任 How many…? 务。猜一猜的游戏调 … 动了每个孩子的积极 性, 体现出学生的学 习主动性。 4 How many…? Ask and answer. 在不断地“说”中培养 … S1:How many books? 学生对英语的语感， S2:Two books. 培养出“听”和“说”的 能力，进而掌握一定 数量的语法和句型。 Post-task activities Aids: Cassette 1A Cassette Steps Contents Methods Purpose 1 Workbook page 28 Listen, count and 锻炼学生的听力，检 circle. 查学生的掌握程度。 2 Workbook page 29 Listen and check. 巩固练习，训练学生 的口语与交际的能 力。 - 5 - 3 Count the things in How many..? 让学生能学以致用， your pencil case. … 在情境中懂，在情境 Give me a …, please. 中练，在情境中用。 Here you are. Thank you. Homework: Sing the song. Suggestion: 优点: 1、英文歌曲的引入较好的活跃课堂气氛，激发学生学习兴趣。 2、以生生间问答形式复习前面所学的句型，复习效果很好，学生参与率很 高。 3、猜一猜的游戏很好地调动了每个孩子的积极性, 体现出学生的学习主动 性。 4、教学环节中的巩固性练习，能较好的训练学生的口语与交际的能力。 缺点:教学时间的安排上有些问题，特别是结束教学比较匆忙。 Module 2 Places and activities Unit 2 In the fruit shop Tasks in this unit: Begin an interaction involving buying food. Begin an interaction by asking the quantity. Language focus: Using nouns to identify fruit e.g., apple, pear, peach, orange Using formulaic expressions to request something e.g., Apples, please. Using formulaic expressions to reply to requests e.g., Here you are Using formulaic expressions to express thanks e.g., Thank you. Language skills: - 6 - Listening Identify the key words in an utterance by hearing the pronunciation e.g., apple, pear, peach, orange Understand the key pattern e.g., …, please. Respond to simple instructions Speaking Pronounce the words, phrases and sentences correctly Use formulaic expressions to request something. e.g. …, please. Using formulaic expressions to reply to requests e.g., Here you are Using formulaic expressions to express thanks e.g., Thank you. Scheme of work Core contents Period ExtenMaterials Grammar and Vocabulary sion expressions 1 How many…? apple pear peach banana SB: pp.30,33 orange lemon and 52 WB: pp.30 and 31, Parts A,B and C. 2 …, please. SB: pp.31, and How many…? 32 … WB: Here you are. pp.32,and33, Thank youl Parts D and Task Period 1 Language focus: Using nouns to identify fruit e.g., apple, pear, peach, orange. Asking questions to find out quantity - 7 - e.g., How many…? Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., apple, pear, peach, orange Respond to simple instructions. Speaking Pronounce the words correctly Use numerals to describe things e.g., Six pears. Ask questions to find out quantity e.g., How many…? Materials: Student‟s Book 1A, pp.30,33 and 52 Work book 1A, pp.30 and 31 Parts A B and C Cassette 1A Cassette player Word and picture cards 1A Some masks of fruit Some fruit A basket Multimedia Pre-task preparations Aids: Photos of family members Steps Contents Methods Purpose 1 利用歌曲, 并配上动Song: Apple tree sing a song. 作，活跃课堂气氛， 调动学生的学习积极 性，同时引出今天所 要学的水果。 2 出示水果实物，让学Look, this is an Show some fruit to 生直观的理解单词意apple. the students to 识，营造英语氛围。 - 8 - (pear,peach, orange) introduce their names. While-task procedures Aids: some fruit and pictures. Steps Contents Methods Purpose 1 通过各种不同的游戏New words: apple, What‟s missing? 来操练巩固所学的单orange, pear, peach A matching game. 词，使学生乐学、好学。 2 T: How many pears? The students read 通过机械的模仿，学会 S: Six pears. after the teacher. 新授句子。 3 通过游戏的形式提高T:How many…? A guessing game. 学习积极性，并理解英S:... How many…? 语句子的意思。 4 通过生生问答，让学生T:How many…? Ask and answer with 巩固所学对话。 S:... your deskmate. Post-task activities Aids: Student‟s Book page 51 Photos of family members Steps Contents Methods Purpose 1 通过小组问答巩固句T:How many…? Ask and answer in 型的理解与掌握，同时S:... group. 增进学生之间的了解 和友谊。 2 Workbook page 30 听一听，勾一勾，动手 Listen and number. 又动脑。 3 Workbook page 31 听一听，画一画，巩固Listen and draw. 所学的知识。 Listen and check. 4 Student‟s Book page 通过练习，巩固所学的Do “Food” in Project 52 知识。 3 Homework: - 9 - Listen and read the words. Suggestion: 优点: 1、通过实物，让学生直观的理解单词意识，较好的营造英语氛围。 2、通过各种不同的游戏来操练巩固所学的单词，使学生乐学、好学，充分 调动学生的学习积极性。 缺点: 结束教学时可以增加一些练习。 Period 2 Language focus: Using formulaic expressions to request something e.g., Apples, please Using formulaic expressions to reply to requests e.g., Here you are. Using formulaic expressions to express thanks e.g. Thank you. Language skills: Listening Respond to simple instructions Understand the key pattern. e.g.,…, please. Speaking Use formulaic expressions to request something e.g. …, please. Use formulaic expressions to reply to requests e.g., Here you are. Using formulaic expressions to express thanks e.g. Thank you. Materials: Student‟s Book 1A, pp31 and 32 Workbook 1A, pp32 and 33 Parts D and Task Cassette 1A Cassette player Pictures of people chosen from magazines Word and picture cards 1A - 10 - Some fruit. Pre-task preparations Aids: Cassette 1A, Cassette player, Steps Contents Methods Purpose 1 S1:How many…? Ask and answer with 利用水果图片吸引学 S2:… your classmates. 生的注意力，活跃气 氛。 2 问答的形式既复习了T:Give me some Make a short 所学水果为新课做下apples, please. dialogue for the 铺垫，又培养了学生用S1:Here you are.. students. Practice in 英语交流的能力。 T: Thank you. pairs. While-task procedures Aids: Cassette 1A, Cassette player Photos of family members Steps Contents Methods Purpose 1 Repeat after the 通过角色扮演，激发小T: Apples, please. recording. The girls 朋友英语学习的兴趣，S:Howmany apples? can be Kitty and the 创造了良好的学习氛T: Four. boys can be the shop 围。 S: Here you are. assistant. T: Thank you. 2 Say and act. 通过表演边说边练，巩In the supermarket 固所学。 3 Look at the picture of 以讲故事的形式，再一T: Apples, please. student‟s book page 次巩固所学的举行，让S:How many 32. Prompt the 学生的能力进一步提apples? students to retell the 高。 T: Four. dialogue. S: Here you are. T: Thank you. 4 Ask and answer Make a new dialogue 生生间互相问答，可以 in pairs. 集中注意力，增进彼此 间的认识。 - 11 - Post-task activities Aids: Photos of family members Cassette 1A, Cassette player Steps Contents Methods Purpose 1 Workbook page 33 Look and make a 通过练习巩固句型的 short dialogue. 掌握程度，同时培养学 生实际运用语言的能 力。 2 Apples, please. 锻炼日常的英语口语。 Act out the How many apples? dialogues. Two apples. Here you are Thank you. 3 Workbook page 32 听一听，说一说，锻炼Listen and say。 学生的综合能力。 Homework: 1. Listen and read the sentences. 2. Act out the dialogue. Suggestion: 优点: 1、通过问答的形式既复习了所学水果为新课做下铺垫，又培养了学生用英语交流的能力。 2、通过角色扮演，激发学生英语学习的兴趣，创造了良好的学习氛围。 3、通过练习巩固句型的掌握程度，同时培养学生实际运用语言的能力。 缺点:今天的教学密度不是很大，显得有些松散。 Module 3 Places and activities Unit 3 In the restaurant Tasks in this unit: Begin an interaction involving buying food. Begin an interaction by greeting people politely. - 12 - Language focus: Using nouns to identify food e.g., hamburger, pizza, cake, pie. Using formulaic expressions to request something e.g., May I have..?. Using an indefinite article to refer to something e.g., May I have a cake? Using formulaic expressions to greet customers. e.g., Can I help you? Language skills: Listening Identify formulaic expressions to greet customers e.g., Can I help you? Understand the key pattern e.g., May I have…? Hear specific information in response to simple questions Speaking Pronounce the key words correctly Use formulaic expressions to greet customers e.g., Can I help you? Scheme of work: Core contents Period ExtensiMaterials Grammar Vocabular on and y expressions hamburger chips SB:pp.34 and37 1 pizza cake WB:p.34, Part A pie Can I help SB:pp. 34,35,36 and 2 you? 52 May I have WB:pp.34,35,36and37 a/an…? PartsB,C,Dand Task Here you are. Thank you. - 13 - Unit 3 In the restaurant Period 1 Language focus: Using nouns to identify food e.g., hamburger, pizza, cake, pie. Language skills: Listening Using nouns to identify food e.g., hamburger, pizza, cake, pie. Hear specific information in response to simple questions Speaking Pronounce the key words correctly Materials: Student‟s Book 1A, pp.34 and 37 Workbook 1A, p.34 Parts A Cassette 1A Cassette player Flashcards 1A (hamburger, pizza, cake, pie) Multimedia Some pictures Wall picture 1A Pre-task preparations Aids: Cassette 1A, Cassette player Steps Contents Methods Purpose 1 New words: Show a snack bar. 让学生在设置的语言 hamburger, pizza, Look and learn. 环境中学习新知。 cake, pie 2 Read the rhyme. And 运用学生学过的儿歌Say a rhyme make a new rhyme 巩固本课的新授内A cake, a pizza, use the new words. 容，降低学习的难度， I can see. 激发学生的兴趣。 A cake, a pizza, For you and me. - 14 - 3 Listen and enjoy Have the students 通过儿歌进一步复习 listen to the recording 巩固所学的单词。 of “listen and enjoy” While-task procedures Aids: Flash cards, screen, Steps Contents Methods Purpose 1 Memory game: Watch the words on 通过多媒体快速闪现 which is missing? the screen. Take 小吃店里的食品，让学 away one of them. 生复习原先学过的食 Then guess which is 品名称。 missing?. 2 Give me a Ask and answer with 运用直观图片为学生 hamburger, please. your classmate. 创设比较真实的语言 Here you are. 场景运用学生学过的 对话引出本课的新授3 How many pizzas? Ask and answer. 内容，降低学习的难 Three pizzas. 度。 Post-task activities Aid: Workbook Cassette Steps Contents Methods Purpose 1 Do part A Listen and number. 通过熟悉句子，锻炼 Look, this is a 口语。复习旧知。 hamburger. Yummy, yummy. 2 Can I help you? Say and act. 通过学生与模拟营业 A pizza, please. 员的对话，调动学生 Here you are. 学习的积极性。 Thank you. Homework: 1.Review the rhyme the new words on page 34 2.Make a short dialogue with your friends. Suggestion: - 15 - 优点: 1、运用学过的儿歌巩固本课的新授内容，降低学习的难度。 2、运用直观图片为学生创设比较真实的语言场景，运用学生学过的对话引 出本课的新授内容，降低学习的难度。 3、通过学生与模拟营业员的对话，较好的创造出真实的语言环境，调动学 生学习的积极性。 缺点: 学生模拟场景时还可以作进一步的指导，可能效果会更好一些。 Unit 3 In the restaurant Period 2 Language focus: Using formulaic expressions to request something e.g., May I have…? Using an indefinite article to refer to something e.g., May I have a cake? Using formulaic expressions to greet customers e.g. Can I help you? Language skills: Listening Hear specific information in response to simple questions Identify formulaic expressions to greet customers Teacher‟s Book 44 e.g. Can I help you? Understand the key pattern e.g. May I have…? Speaking: Pronounce the key words correctly Use formulaic expressions to request something e.g. May I have…? Use formulaic expressions to greet customers e.g. Can I help you? Materials: Student‟s Book 1A pp.34,35,36 and 52 Workbook 1A, pp.34,35,36 and37 Parts B,C , D and Task Cassette1A - 16 - Cassette player Flashcards 1A (hamburger, pizza, cake, pie) Multimedia Wall picture 1A Pre-task preparations Aid: Pictures of actions Steps Contents Methods Purpose 1 T: May I have a pie? To elicit the new 通过实物和人物表演 S: Here you are. pattern May I 设置真实的情景，吸 T: Thank you. have…? 引学生注意力,引入新 Model a short 授句型。 dialogue about buying food. 2 S: May I have a pie, Ask and answer. 结合图片进行对话， please? 熟悉May I have S: Here you are.. ________?及其回答。 While-task procedures Aids: Pictures of action Steps Contents Methods Purpose 1 S1: May I Ask and answer with 让学生在场景中学习 have…,please? classmates. 运用刚学习的对话来 S2: Here you are. 进行交流，激发学生 S1: Thank you. 开口的欲望。 2 Do Part B. Listen and match. 在听力练习中，培养 Work book page 34 学生良好的听力习 惯。 3 Do Part D Look, listen and act. 将听，说，看三者有 Workbook page 36. 效地结合在一起，锻 炼学生的综合能力 Post-task activities Aids: Cassette 1A Cassette Steps Contents Methods Purpose 1 S1:Can I help you? The students practice 通过小组活动，模拟 S2: May I have a the dialogue on 生活实景，培养学生 hamburger? student‟s book page 初步运用英语于实际 - 17 - S1: Here you are. 35 and act it out. 生活中去的能力。 S2: Thank you. 2 Project 3 on Draw the snacks. And 通过画一画，提高学 student‟s book page use the pictures to 习兴趣，并用口头表 52. make a short 达体现出来，从而培 dialogues.. 养了学生综合运用语 言的能力。 3 Do Part C. Listen and judge. 学生将听到的内容总 Workbook page 35 结、提炼，锻炼听力 能力。 4 Workbook page 37 Have the students to 培养学生初步的英语 do Task “Look and 思维能力，在对话中 make a short 巩固购物用语的运用 dialogue”. 与表达。 Homework: Make a short dialogue. Suggestion: 优点: 1、 通过实物和人物表演设置真实的情景，吸引学生注意力,引入新授句型 比较顺畅。 2、 让学生在场景中学习运用刚学习的对话来进行交流，激发学生开口的 欲望。 3、 培养学生初步的英语思维能力，在对话中巩固购物用语的运用与表达。 缺点: 对话的操练方式还可以增加一些。 Module 4 The natural world Unit 1 On the farm Tasks in this unit: Begin an interaction by asking wh-questions Get to know the sounds different farm animals make Language focus: Using nouns to identify common farm animals e.g., chick, duck, cow, pig using verbs to give instructions - 18 - e.g., draw ,cut, stick using a pronoun to refer to something e.g., It‟s a chick. Asking wh-questions to find out specific information about something e.g., what‟s this, .using some words to imitate the sounds of different farm animals e.g., Oink… Oink… Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., chick, pig, duck, cow identify specific information in response to simple instructions e.g., draw, cut, stick recognize common farm animals and be able to match the animal names to the corresponding onomatopoeic words e.g., It‟s a pig. Onik…onik… understand the key pattern. e.g., What‟s this / that, Speaking Asking wh-questions to find out specific information about something. e.g., What‟s this? Use I‟m a … to introduce oneself by imitating a certain animal‟s sound. e.g., Hello! I‟m a cow. Moo…Moo… Use a pronoun to refer to something e.g., It‟s a chick. Scheme of work Core contents Period ExtenMaterials Grammar Vocabula sion and ry expressions 1 It‟s a… Chick pig duck draw cut SB: pp.39 and 40 cow stick WB: pp.39 Parts B 2 What‟s this/ hen SB: pp.38,39 and 41 that, WB:pp.38,39,40and41, It‟s a/an… Parts A,C,D and Task - 19 - Period 1 Language focus: Using nouns to identify common farm animals e.g.,duck Using some onomatopoeic words to imitate the sounds of the farm animals e.g., Oink… Oink… Using verbs to give instructions e.g., Draw Using the key pattern to role-play as a farm animal. e.g. Hello! I‟m a cow. Moo…Moo… Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., chick, duck, cow, pig Recognize common farm animals and their corresponding onomatopoeic words e.g., It‟s a duck. Quack… Quack… Identify specific information in response to simple e.g., Cut. Speaking Pronounce the words, phrases and sentences correctly e.g., chick, duck, cow, pig Use onomatopoeic words to imitate the sounds of farm animals e.g., Oink… Oink… Use verbs to give instructions e.g., Stick. Use I‟m a … to introduce oneself and imitate certain animals. e.g. Hello! I‟m a duck. Quack…Quack… Materials: A survey table. Student‟s Book 1A, pp.39 and 40 Work book 1A, pp.39 Parts B Cassette 1A Cassette player Word and picture cards 1A(chick, pig, duck, cow) - 20 - Toys and pictures of farm animals Multimedia Pencils, paints, a bottle of glue, a knife or a pair of scissors A paper mask of an animal Pre-task preparations Steps Contents Methods Purpose 1 利用儿歌, 并配上动Rhyme --- Sing a song. 作，活跃课堂气氛，Hello, cat, hello. 调动学生的学习积极Hello, dog, hello. 性，同时引出今天所… 要学的动物名称。 2 用图片快速引出单Chick, duck, cow Show the students 词，而且均以单数形and pig masks of different 式出现，有助于学生animals. And learn the 识记基本单词的音型new words. 义。 3 通过游戏的形式让学T: What‟s missing? Play a game. 生巩固学过的单词。 S: Cow. What‟s missing? 4 新授词汇在习得句型I can see… Look and say. 中的替换练习，帮助 学生练习词汇和句子 的整体使用。 While-task procedures Aids: some fruit and pictures. Steps Contents Methods Purpose 1 让学生自己动手制作T: Draw. Cut . Stick. Make a mask 头饰，到以小组内说说Ss: Draw. Cut . Stick 演演，在愉悦的环境中 学习英语。。 2 S:Draw a cow. Cut. Explain how to make 通过说一说，理解各单 Stick. Look! I‟m a a mask.. 词和句子的意思。 cow. - 21 - 3 根据动物特点变换音Moo… Moo…Ss: Have the students put 量和音调，使操练变得Look! I‟m a chick. on the masks and 有趣。 Peep…Peep. role-play as the farm animals Post-task activities Steps Contents Methods Purpose 1 Do part B 听一听，勾一勾，动手Listen and tick. Workbook page 39 又动脑。 2 Look! It‟s a pig. 学生快速反应出相应Quick response. Onik… Onik… 的动物,并做出相应的Look at the picture 动作。快节奏的练习能and act out the 使学生思想更为集中。 animal. 3 Hello! I‟m a chick. 表演能更好激发学生Say and act. Peep…Peep… 的学习兴趣。 Hello! I‟m a duck. Quack…Quack… Homework: Listen and read the words. Suggestion: 优点: 1、通过儿歌的方式, 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时引出今天所要学的动物名称。 2、通过游戏的形式让学生巩固学过的单词，效果很好。 3、通过创设情景进行表演能更好激发学生的学习兴趣。 缺点: 今天的教学感觉到有前紧后松的感觉，应该在结束教学前每个环节适当增加些时间。 Period 2 - 22 - Language focus: Asking wh-questions to find out specific information about something e.g., what‟s this? Using a pronoun to refer to something e.g., It is a chick. Language skills: Listening Understand the key pattern. e.g., What‟s this/that? Recognize common farm animals and their corresponding sounds e.g., It‟ a cow. Moo… Moo… Speaking Using wh-questions to find out specific information about something e.g., what‟s this? Using a pronoun to refer to something e.g., It is a chick. Materials: Student‟s Book 1A, pp38,39 and 41 Workbook 1A, pp38,39,40 and 41 PartsA,C, D and Task Cassette 1A Cassette player Word and picture cards 1A(chick, pig, duck, cow) Toy animals Outlines of animals Pre-task preparations Aids: Cassette 1A, Cassette player, Steps Contents Methods Purpose 1 T: What‟s this? Show a picture of a 利用直观图片吸引学 S: It‟s a chick.. farm. Than point and 生的注意力，通过师生 ask. 问答的形式，引出新授 句型。并说明this和2 T: What‟s that? Point and ask. that 的区别。 S: It‟s a cow - 23 - 3 听动物声音，激发学习T: Quack… Quack Listen , ask and 兴趣，巩固所学的句 What‟s this/that? answer. 型。 4 通过模仿各种动物的S1: Peep…Peep. Have the students 声音，提高学习兴趣，What‟s this? imitate the sounds of 让学生有开口说的欲S2: it‟s a chick. the farm animals, 望，锻炼口语表达能then ask and answer. 力。 While-task procedures Aids: Cassette 1A, Cassette player Steps Contents Methods Purpose 1 Listen and enjoy. 以儿歌的形式，边说边Student‟s book page Read the rhyme. 演，巩固所学。 41 2 Listen and repeat 通过跟读，熟悉句型，Student‟s book 38 after the tape. 纠正发音。 and 39 3 A guessing game. 增加学习的趣味性，并What‟s this/that? 巩固所有单词和句型。 It‟s…. 4 Do part A. Listen and judge. 通过练习巩固句型的 Then ask and answer 掌握程度，培养学生 in pairs. 听、说、读等综合运用 语言的能力。 5 Do part D. Look, ask and answer in groups. Post-task activities Steps Contents Methods Purpose 1 Work in pairs. 生生间互相问答，进一 S1:What‟s this? 步巩固所学。 S2:It‟s a duck. What‟s that? S1:It‟s a pig. - 24 - 2 Do part C 进一步锻炼口头表达Listen and check. Workbook page 39 能力。 Homework: 1. Listen and read the sentences. 2. Act out the dialogue. Suggestion: 优点: 1、利用图片吸引学生的注意力，通过师生问答的形式，引出新授句型，并说明this和that 的区别。 2、通过模仿各种动物的声音，提高学习兴趣，让学生有开口说的欲望，锻炼口语表达能力。 3、通过练习巩固句型的掌握程度，培养学生听、说、读等综合运用语言的能力。 缺点: 今天的教学中有些学生注意力比较分散，应该重视调动这些学生的学习兴趣。 Module 4 The natural world Unit 2 In the zoo Tasks in this unit: Begin an interaction by introducing the names of animals. Begin an interaction by guessing the names of animals. Language focus: Using nouns to identify animals e.g., bear, tiger, panda, monkey. Using adjectives to describe animals e.g., It‟s fat. - 25 - Asking yes/no questions to elicit simple responses e.g., Is this/that a bear? Using formulaic expressions to confirm or deny e.g., Yes./No. it‟s a panda. Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., bear, tiger, panda, monkey Understand the key pattern e.g., Is this/that a monkey? Speaking Pronounce the words. Phrases and sentences correctly e.g., tiger, bear use It‟s…to describe the features of animals e.g., It‟s fat. Asking yes/no questions to elicit simple responses e.g., Is this/that a bear? Using formulaic expressions to confirm or deny e.g., Yes./No. it‟s a panda. Scheme of work: Core contents Period ExtensioMaterials Grammar and Vocabular n expressions y What‟s this? Bear tiger elephant SB:pp.42 and 45 1 What‟s that? panda lion WB:p.42 It‟s… monkey Parts A Is this/that SB:pp.43,44and 45 2 a/an…? WB:pp.43,44and45 Yes. / No. Parts B,C, and Task Module 4 The natural world - 26 - Unit 2 In the zoo Period 1 Language focus: Using nouns to identify animals e.g., bear Using adjectives to describe things e.g., It‟s fat. Language skills: Listening Recognize the animals e.g., bear, tiger, panda, monkey understand the general meaning of the song Speaking Use It‟s… to describe the features of the animals e.g., It‟s fat. Use wh-questions to find out specific information about a thing e.g., What‟s this? Use pronouns to refer to particular things e.g., It‟s a tiger. Materials: Student‟s Book 1A, pp.42 and 45 Work book 1A, pp.42 Parts A Cassette 1A Cassette player Word and picture cards 1A(bear, tiger, panda, monkey) The video of a zoo Pre-task preparations Steps Contents Methods Purpose 1 让学生在歌曲中进入Sing the song Clap and sing the zoo这一情景。 song. - 27 - 2 从歌曲自然过渡到单Questions Ask: How many 词的学习，增加学生animals do you hear? 学习的兴趣。 What are they? 3 学习新单词。通过模Learn the words: Encourage students to 仿操练，达到语音语repeat the words: 调基本正确。 bear, tiger, panda, monkey 4 在读读选选连连中认Read and match Let students read the 识熟悉单词。 words and match the pictures.: While-task procedures Aids: some fruit and pictures. Steps Contents Methods Purpose 1 让学生跟着录音机读T: What‟s that? Listen and repeat. 一读，学会用形容词表Ss: It‟s a bear. It‟s 达描述动物。 fat. 2 S:Look! It‟s a bear. Talk about the bear. 通过每位学生的共同 It‟s fat. 积累，使学生学会表达 更多的形容词，也使之3 养成完整介绍的习惯。Talk in groups: Let the students look 让学生乐于表达，善于Look! It‟s a … at the picture and say 表达。 It‟s… something about the animal.. 4 通过师生之间，生生之What‟s this? Have the students 间的问答，导入新课的It‟s a… listen to ask and 学习。 What‟s that? answer on student‟s It‟s a… book page 42. And repeat after the tape. 5 让学生作通过儿歌的What‟s this? What‟s Have the students say 朗读，复习巩固所学的this? the rhyme. 的单词和句型，调动学It‟s a bear. It‟s fat. 生朗读的积极性。 What‟s that? What‟s - 28 - that ? It‟s a monkey. It‟s thin. The bear and the monkey. The monkey and the bear. I can see Post-task activities Steps Contents Methods Purpose 1 A guessing game. 通过竞赛，让学生有机What‟s this? 会练习问与答，又提高It‟s a… 了学习兴趣，也培养了What‟s that? 团队协作的精神。 It‟s a… 2 Let the students ask 让学生自己问答训练，S1: What‟s this? and answer with 提供更广阔的学习时S2: It‟s a…It‟s … classmate. 空。 S1: What‟s that? S2: It‟s a…It‟s … 3 Do part A 听一听，勾一勾，动手Listen and tick. Workbook page 42 又动脑。 Homework: Listen and read the words. Suggestion: 优点: 1、从歌曲自然过渡到单词的学习，能较好地增强学生学习的兴趣。 2、使学生学会表达更多的形容词，也使之养成完整介绍的习惯。让学生乐 于表达，善于表达。 3、让学生自己问答方式的训练，提供更广阔的学习时空。 缺点:教学时间分配不合理。 - 29 - Period 2 Language focus: Asking yes/no questions to find out specific information about something e.g., Is this a bear? Using formulaic expressions to confirm or deny e.g., Yes./No. It‟s a panda. Language skills: Listening Understand the key pattern. e.g., Is this a panda? Understand formulaic expressions to confirm or deny e.g., Yes, it‟s a bear. Speaking Using yes/no questions to identify things e.g., Is this a bear? Using formulaic expressions to confirm or deny e.g., No. It‟s a panda. Use modeled phrases to communicate with other students. Materials: Student‟s Book 1A, pp43,44 and 45 Workbook 1A, pp43,44 and 45 Parts B,C and Task Cassette 1A Cassette player Word and picture cards 1A(bear, tiger, panda, monkey) Toy zoo animals and pictures of zoo animals Pre-task preparations Aids: Cassette 1A, Cassette player, Steps Contents Methods Purpose - 30 - 1 Show a picture of a 利用直观图片吸引学S1: What‟s this? zoo. Than point and 生的注意力，通过生生S2: It‟s a…It‟s … ask. 问答的形式，复习巩固S1: What‟s that? 所学的句型。 S2: It‟s a…It‟s … 2 利用直观图片吸引学T: Is this a tiger? Flash the pictures of 生的注意力，通过师生S: Yes. / No. the animals and ask 问答的形式，引出所学the students to 的新句型。 respond quickly. While-task procedures Aids: Cassette 1A, Cassette player Steps Contents Methods Purpose 1 Listen and enjoy. 通过逐步创设情境让Student‟s book page Act out the dialogue. 学生表达更多的句型，43 使学生的知识进行整 合。 2 Listen and repeat 通过跟读，熟悉句型，Student‟s book 44 after the tape. 纠正发音。 3 A guessing game. 增加学习的趣味性，并S1: (Imitates a panda) 巩固所有单词和句型。 Ss: Is that a panda? S1: Yes, it‟s a panda. Post-task activities Steps Contents Methods Purpose 1 Do part B Look, listen and 生生间互相问答，进一 Workbook page 43 answer. 步巩固所学。 2 Do part C 通过游戏，进一步锻炼Listen and play. Workbook page 44 口头表达能力。 - 31 - 3 S1:What‟s this? 发挥学生想象，根据描Play a guessing S2:Is this a monkey? 述特征来巩固旧句型，game. S1:Yes. Look! it‟s 与新句型整合。 Workbook page 45. thin. S2:Oh, it‟s a thin monkey. Homework: 1. Listen and read the sentences. 2. Act out the dialogue. Suggestion: 优点: 1、 利用直观图片吸引学生的注意力，通过师生问答的形式，引出所学的 新句型。 2、 通过逐步创设情境让学生表达更多的句型，使学生的知识进行整合。 3、 通过猜谜游戏增加学习的趣味性，并巩固了今天所学的所有单词和句 型。 缺点:结束教学时可以让学生带上头饰进行表演可以更好的调动学生的学习积极性。 Module 4 The natural world Unit 3 In the park Tasks in this unit: Begin an interaction by asking wh-questions Begin an interaction by giving someone else the riddles. Language focus: Using adjectives to identify colours e.g., It‟s red. Using imperatives to give simple instructions. e.g., Colour the pear yellow. - 32 - Asking wh-questions to find out the colours of objects e.g., What colour is it/ Using onomatopoeic words to indicate animal sounds e.g., Peep…Peep… Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., red, blue, yellow, green Understand imperatives e.g., Colour the book red. Understand wh-questions. e.g., What colour is it? Understand riddles with the help of pictures and body language e.g., What‟s this / that, Speaking Pronounce the words, phrases and sentences correctly e.g., red, blue, yellow, green Use wh-questions to find out the colours of objects e.g., What colour is it? Use imperatives to give simple instructions e.g., Colour the pear yellow. Use adjectives to identify colours e.g., It is red. Scheme of work Core contents Period Extension Materials Grammar Vocabul and ary expressions 1 What colour Red green SB: pp.46 and 47 is it? blue yellow WB: pp.46 and 47 Parts A,B and C 2 Colour orange SB: pp.47,48,49 and the …(thing)brown 53 …(colour) WB:pp.48 and49, Parts D and Task - 33 - Period 1 Language focus: Using adjectives to identify colours e.g., It‟s red. Asking wh-questions to find out the colours of objects e.g., What colour is it? Language skills: Listening Identify the key words in an utterance by hearing the pronunciation e.g., red, blue, yellow, green Understand the wh-questions. e.g., What colour is it? Speaking Pronounce the words, phrases and sentences correctly e.g., red, blue, yellow, green Use wh-questions to find out the colours of objects e.g., What colour is it? Use adjectives to identify colours e.g., It‟s red. Materials: Student‟s Book 1A, pp.46 and 47 Work book 1A, pp.46 and 47 Parts A,B and C Cassette 1A Cassette player Word and picture cards 1A(red, green, yellow, blue) Some coloured cards, a plate of fresh fruit and the picture of a park Pre-task preparations Steps Contents Methods Purpose 1 利用歌曲, 并配上动Look at the rainbow. Sing a song. 作，活跃课堂气氛， - 34 - 调动学生的学习积极red, green, yellow, 性，同时引出今天所blue, orange, purple 要学的颜色单词。 2 用图片快速引出单red, green, yellow, Show the students 词,有助于学生识记blue, orange, purple some coloured cards. 基本单词的音型义。 And learn the new words. 3 通过儿歌的形式让学A rhyme on Say a rhyme. 生巩固学过的单词。 student‟s book page Listen and enjoy. 49 While-task procedures Aids: some fruit and pictures. Steps Contents Methods Purpose 1 让学生复习巩固所学T: Red. Have the students 的新单词。 Ss: It‟s red. repeat the names of the colours. 2 Look and say. Listen and repeat 通过跟读，让学生正确 Student‟s book page after the recording. 发音，培养学生良好的 46 and 47. 语音语调。 3 通过生生问答，了解句S1:What‟s this? Work in pairs and act 意，熟练掌握句型。 S2:It‟s a pear. out the dialogue. S1:What colour is it? S2:It‟s yellow. 4 通过练习巩固句型的S1:What‟s this? Show the students 掌握程度，培养学生S2:It‟s a tree. the picture of a park. 听、说、读等综合运用S1:What colour is it? Ask them to work in 语言的能力。 S2:It‟s green. pairs and make a S1: Yes, it‟s a green dialogue. tree. Post-task activities - 35 - Steps Contents Methods Purpose 1 Do part A 听一听，涂一涂，激发Listen and colour. Workbook page 46 学习兴趣。 2 Do part B 让学生能快速反应出Listen and answer. Workbook page 46 相应的颜色,并能用所 学的句型表达。快节奏 的练习能使学生思想 更为集中。 3 Do part C 听一听，画一画，激发Listen and draw. Workbook page 47 学习兴趣。 4 画一画，猜一猜，增加S1:What colour is it? Have each student 学习兴趣的同时，练习S2:It‟s yellow. draw a picture of 巩固了所学句型，培养S1:No, it isn‟t. some kinds of fruit 学生听、说、读等综合S2:What colour is it? and colour it. Ask the 运用语言的能力。 S1: It‟s red. students to play a What is it? guessing game in S2:It is an apple. pairs. S1:Yes, it‟s a red apple. Homework: Listen and read the words. Suggestion: 优点: 1、开始教学时利用歌曲, 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时引出今天所要学的颜色单词。 2、让学生能快速反应出相应的颜色,并能用所学的句型表达。快节奏的练习能使学生思想更为集中。 3、通过画一画，猜一猜的方式进行练习，增加学习兴趣的同时，练习巩固了所学句型，培养学生综合运用语言的能力 缺点: 画一画，猜一猜设想很好，但教学效果不是太好，没有把握的课堂教学气氛。 - 36 - Period 2 Language focus: Using adjectives to identify colours e.g., orange, brown using imperatives to give simple instructions e.g., Colour the pear yellow. Using onomatopoeic words to indicate animal sounds e.g., It goes „Peep…Peep‟ using adjectives to describe animals e.g., It‟s small. Asking wh-questions to find out specific information about an animal e.g., What is it? What colour is it? Language skills: Listening Identify the extending words in an utterance by hearing the pronunciation e.g., orange, brown Understand imperatives e.g., Colour the book red. Understand riddles with the help of pictures, animal sounds and body language Speaking Pronounce the words, phrases and sentences correctly e.g., orange, brown Use imperatives to give simple instructions e.g., Colour the pear yellow. Use wh-questions to find out the colours of objects e.g., What colour is it? Use adjectives to identify colours e.g., It is red. Materials: Student‟s Book 1A, pp47,48,49 and 53 Workbook 1A, pp48 and 49 Part D and Task Cassette 1A Cassette player Word and picture cards 1A Coloured magnets - 37 - Pre-task preparations Aids: Cassette 1A, Cassette player, Steps Contents Methods Purpose 1 Colour Play a game. 利用游戏吸引学生的 the …(thing)…(colour) Listen and colour. 注意力，通过听一听， 画一画，复习颜色的 单词。 2 T: It‟s yellow. It‟s 通过猜谜的游戏，激 Listen to the riddle small. It goes 发学习兴趣，引出所and try to find the „Peep…Peep‟ what is 学内容。 corresponding it? animal. S: It‟s a chick. While-task procedures Aids: Cassette 1A, Cassette player Steps Contents Methods Purpose 1 Listen and repeat 通过跟读，熟悉句型，Student‟s book page after the recording. 纠正发音。 48 2 S1: It‟s yellow. It‟s Ask and answer. 通过模仿各种动物的 small. It goes 声音，提高学习兴趣， „Peep…Peep‟ what 让学生有开口说的欲 is it? 望，锻炼口语表达能 力。 S2: It‟s a chick.. 3 Work in groups. 增加学习的趣味性，并It‟s big. It‟s fat. It A guessing game. 巩固所有单词和句型。 goes „Oink…Oink‟ What is it? Post-task activities Steps Contents Methods Purpose 1 Do part D Colour and say. 生生间画一画，说一 Workbook page 48 说，进一步巩固所学。 - 38 - 2 进一步锻炼口头表达S1:What‟s this? Have the students 能力。 S2:It‟s a kite. perform Task S1:What‟s that? „Colour, ask and S2:It‟s… answer.‟ On Workbook page 49 4 综合这一单元的知识Do Project 4 Ask and answer in 点，让学生能综合运用groups. 所学知识。 Homework: 1. Listen and read the sentences. 2. Act out the dialogue. Suggestion: 优点: 1、利用游戏吸引学生的注意力，通过听一听，画一画，复习颜色的单词。 2、通过模仿各种动物的声音，提高学习兴趣，让学生有开口说的欲望，锻炼口语表达能力，教学效果比较明显。 缺点: 教学环节的把握还有些问题，特别是担心进度来不及，前半节课比较匆忙，所以效果不是太好。 - 39 - 40