上海沪教版牛津英语3A三年级上册全册教案

教学计划

经过一个暑假，孩子们又欣喜地回到快乐的学习基地—莘城学校。通过两年的英语学习，学生已积累了一定的英语知识。但由于个性的差异和部分学生刚从各班 地新转入，英语基础参差不齐。但他们满怀热情，带着新奇和向往，他们彬彬有级 礼,聪明懂事,和老师融洽相处;他们热爱集体,多才多艺.在老师的关爱下,他们犹情 如一片充满希望的晨曦,令人深深期待. 况 从班级学习情况来看,由于部分学生从外省市转入，没有英语学习的基础，因分 此三(1)班整体学习热情较高,个体水平差异较大,他们中有尖子生,但落后的学生析 也较多.有个别学生的学习习惯也相对差些.有志者事竟成，在我们师生共同的努力下，相信我们的未来会更美好! 努力超出区成绩 教学质量目标 1. 提高课堂效率 2. 精选习题,要巧做,不要死做. 措施 3. 抓好后进生,利用业余时间补差. 4. 做好教师和家长之间的联系. 教学课题研究 完成日期 研究 公开课 周次 内容 Moudule 1 Moudule 2 Moudule 3 Moudu1e 4 教学进度表

周次 开课日期 内容 单元测验安排 4 8 13 16 周次 1 2 3 4 5 6 7 8 9 10 11 12 13 日期 9/1~9/2 9/5~9/9 9/12~9/16 9/19~9/23 9/26~9/30 10/3~10/7 10/10~10/14 10/17~10/21 10/24~10/28 10/31~11/4 11/7~11/11 11/14~11/18 11/21~11/25 教学内容安排 Module 1 Unit 1 Unit 2 Unit 3 Unit 4 Unit4&Revision , Test National Day Module 2 Unit 1 Unit 2 Unit 3 Unit 3&Revision,Mid-exam Module 3 Unit 1 Unit 2 Unit 3 备注 14 15 16 17 18 19 20 11/28~12/2 12/5~12/9 12/12~12/16 12/19~12/23 12/26~12/30 1/2~1/9 1/10~1/19 Unit 3&Revision, Test Module 4 Unit 1 Unit 2 Unit 3 Unit 3&Revision, Test Project1& Project 2 Revision & Final-exam 对教材的分析与理解

教材内容：

Book 3A contains core language learning material, using a wide variety of text-types and activities to introduce language; poems; stories, cartoons, dialogues and practical tasks all engage the student at his/her personal level. This language preparation provides students with the means to carry out successfully the subsequent learning tasks, which are fully describe in the book.

教材目标：

The “building block’’approach is based the fact that learning and the capacity to learn are developmental; that is, that students learn by building on known language, concepts and activities, to develop and expand progressively . The development of the thematic through related moudules ensures the deve lopment

of language by constantly revisiting and recycling,thus building from a strong base within levels. In the knowledge that language and content develop and are revisited progressively throughout the package, vocabulary and stucutrues are introduced and practiced through tasks at a controlled pace steady enough to involve students’ interest whilst ensuring constant consolidation .

At lower levels, care has been taken to ensure that pupils are learning within familiar ,comfortable contexts so that the language is appropriate to their needs and interests. At higher levels, students’ knowledge of the world is taken into account as well. Student involvement is encouraged throughout Oxford English by tasks and activities that focus on interaction; teacher to student(s), in groups and in pairs. This collaboration ensures communication and the purposeful use of English .

总体设想：

Workbook3A provides further post-task activities and exercises that reinforce the language learned through the students’ book and the associated tasks. They include activities that require the student to include a personal element in the form of posters, survey forms and personal information . Handwriting practice sheets are provided at the end of the book. Thus the workbook becomes a record of the student’s individual learning progress. The Workbook is primarily intended for use in the classroom, but may be used for homework as well. Overprinted Answer

keys are available.

Grammar Practice Book 3A :while further consolidating language and vocabulary learned in the Student’s Book, Grammar practice Book 3A revisits structures in appealing and humorous contexts, making this basic introduction to grammar stimulating for students. Overprinted answer keys are provided .

Module 1 Getting to know you

Teaching Aims:

1. Learn new sentence structures..

e.g. Hello,I’m…

Good morning. Goodbye How are you? Fine,thank you. What’s your name? I’m… Come in, please. Thank you.

2. Review the letters

3.Learn grammer

e.g. I’m… You’re… Key Points and Difficult Points:

1. Review the letters

2. How to use the sentence structure to make up new sentences. 3. Use the words to say something. Teaching Materials:

SB page 2 – 14 , cassette, wallcharts

WB page, some pictures and word cards Teaching Arrange:

Unit 1: Here I am! (4 periods) Unit 2: Greettings. (4 periods) Unit 3: In the classroom (4 periods) Unit 4: Saying and doing (4 periods)

Unit 1 Here I am (First Period)

Language focus:

Using formulaic expressions to greet people .

eg: Hello.

Using formulaic expressions to introduce onself.

eg: I’m Alice.

Language skills: Speaking:

Use modelled phrases to communicate with teachers and other leaners.

eg: Hello, I’m Alice.

2. Open an interaction by greeting someone politely. eg: Hello, Miss Fang. Open an interaction by introducing oneself.

eg: Hello, I’m Alice.

Materials:

SB P2; cassette; Photocopiable P1; Word and picture cards; Workbook P1 Preparation:

Photocopy and enlarge the large picture of Dotty, and the words of the song. Listen to the song myself; Practise the teacher’s singing part. Procedures Pre-task Preparation Introduce: A. Put the large picture of Dott把Dotty介绍给Dotty Hello,Dotty. Board so that all the student小朋友，既亲切 can see it. 又富有童趣。 Contents Methods Purpose Introduce Dotty. Say: Hello, Dotty.Encourage the class to Hello… (name) Students Say: Hello, Dotty.The parrot says: Hello, Miss Zhou. B.1.Say: Hello, The students answer: Hello. say Hello 2.Divide the class into pairs:to each The studentssay “Hello” to each other. 3.Say “Hello. I’m Miss Zhou”to individual students to elHello, I’m(Student’s name) other. Hello, I’m Miss/Mrs/Mr… Hello, I’m... While-task Hello, 1. In groups , the individual 小组内进行介 students introduce themselves绍，让学生在交 to one another. They say: Hello, I’m…The rest of the group responds: Hello,(student’s name) 2. Play the song about greeting on the cassette: Hello. The 际中练习句型。 Procedure I’m... Hello, I’m... Listen to students listen to the song. the song. Do substitution exercise Sing song Post-task activities A race I’m..(name) the 3. Play the song again. Sing al with the cassette. Encourage the students to sing along wi me and the cassetee. 4. Invite individuals to sing the song,substituting with their own name. 1. Play a replay race. The 可通过歌曲的Dotty relay student at the back of each 改编，创造性的 rowstarts:I’m (name), 进行句型练习。 followed by the student in 学生将所学运 front.The first student at 用起来。 the front to say “I’m…puts up his (her) hand. That row wins the relay race. Play a game 2. Play a game . Groups of Hello, students form circles. Hold I’m.. Hello, I’m... Explain a beanbag and say: Hello. I’ Miss Zhou. Toss the beanbag t one student who says: Hello, “I’m… “S1 tosses the bean to another student who says: “Hello.I’m “ ( Explain the I’m = I am contrac tion :I’m is the same as: I am ) Consolidati--on Do exercises Workbook Page1 At this stage Grammer Practice Book 3A P1 could be used to practise and consolidate the oraand written language in this secfurther. Assignment Talk with your parents or friends . 教后感：第一次和这些孩子接触，通过热情洋溢的问候和简单的自我介绍，在活动中教授Hello, I’m…，学生参与积极。

Unit 1 Here I am (Second Period)

Language focus:

1. Learning the Capital letters: A-Z 2.Learning the small letters: a-z

Materials: SB P3, cassette, wallcharts; Alphabet cards Preparation:Listen to the tape:I’m Dotty. (twice) Procedures Contents Methods Purpose While-task 1. Show the alphabet cards 用歌曲击趣，字母歌能让学生轻松有趣的记住字母的顺序。 Show cards A-Z one by one while playingthe cassette.Students listen to the names of the 2b letters and learn to recoginize the Preparation A-Z Listen and learn the capital letters letters. 2. Show the alphabet cards Listen and A-Z randomly and ask students to say in chours, groups or individually. recognize 3. Show the alphabet cards the letters a-z one by one while playing the cassette. Students listen again to the names of the Read them 2b letters and learn to recognize the small letters. 4. Show the alphabet cards a-z randomly students to say in chorus ,groups or individually. and ask Post-task activities Review the Show the alphabet cards A-Z letters and a-z randomly and ask students to say in chorus,then individually. Assignment Read the alphabet to your parents. 教后感：由于过了一个暑假，部分学生对字母表有些生疏，很多同学前后的字母顺序都搞错了，但一经课上复习与学习，学生马上就能记忆并能熟练认读和背诵。

Unit 1 Here I am (Third Period)

Language focus:

1. Learning the capital letters: A-Z 2. Learning the small letters: a-z Materials:

SB P4; cassette and a cassette player; Alphabet cards. Preparation:

Listen to the tape: Aa-Zz Procedures Pre-task Contents Methods Purpose Recognize 1. Put up the alphabet Preparation the letters. cards A-Z and a-z on the board Randomly to revise the 通过大、小写字母Pick out Letters. pairs of 2. Ask individual students 的配对游戏等加capital to 深字母印象。 and small pick out pairs of capital letter cards and small letter cards and say the Read the letters. letters 3. Read out the letters in consecutive order and ask studentds to repeat in chorus. While-task Procedure Listen and 1. Play the casstte tape 学习歌曲，有趣记sing: The for alphabet song “The song”.Students listen to the song. 2. Play the song again and alphabet 忆字母表。 encourage students to sing along. Assignment Sing the alphabet fong and recite the letters. 教后感：因为学生对字母表比较熟练，因此在复习巩固后，很快就学会了字母歌。而且有的同学在以前的课余学习中有所接触，所以反馈的很好。

Unit 1 Here I am (Fourth Period)

Language focus:

1. Review and check the knowledge of the unit

Materials:

SB P2--4 , cassette, WB page 2 Practise and Assessment Series Preparation:

Listen to the tape: “I’m Dotty” Procedures Pre-task Contents Methods Purpose Read and 1. Open the students’books to P1-3,let students read the letters and Preparation review letters sentences. 2. Listen to the tape and sing. 3. Introduce oneself. Consolidation exercises 1. Oxford English Practise and AssessmentSeries(Module1:Unit1 E: Listen and write F: Read and write) 2. Student’s self-assessment:P57 Assignment

Unit 2 Greetings (First Period)

Language focus:

Using formulaic expressions to greet people eg: Good morning, Miss Fang. Language skills: Listening:

Discriminate between words with different initial sounds a-, b-, c-, and d- Speaking :

Use modelled phrases to communicate with teachers and other learners. eg: Good morning, Miss Fang.

Pronounce correctly words in isolation with initial sounds. A-,b-,c-, and d- Materials:

SB P5, cassette, alphabet cards: Aa, Bb, Cc, Dd. WB P33-34

Preparation:Bring any soft toy

Procedures Pre-task Preparation Contents Aa-Zz Methods Purpose Put up the alphabet cards A-Z 复习字母表，自然and a-z on the board randomly 引入课文新授。 to revise the letters. While-task Procedure Good morning Good morning (name) 1. Use a soft toy to demon strate: Good morning, Miss/ Mr / Mrs (name of toy) Ask individual students to greet the toy in the same way. 2. Say “Good morning” to the 听录音学习和模 students .They respond: 仿。 “Good morning” 3. Explain that people use “Good morning” to greet each in the morning. 4. Divide the class into Good morning, Miss/Mrs/Mr… pairs. 让学生分组进行 The students say :”Good 角色表演，在表演 morning”,(student’s name) to greet each other. 5. Ask individual or groups of students to greet me: Good morning, Miss Zhou. Respond: Good morning. 中背诵，掌握课文中主要句型。 Aa apple 6. Play the cassette and Dd dog ask the students to repeat in chorus or groups Learn the letters: 1. Play the cassette: Learn the letters: A a apple 2. The students listen,point and repeat the letter A and the sound “a” 3. Pepeat the process with B “b”bag ,C”c”cat ,D “d” dog Consolidation exercises Workbook page 33 and34 Handwriting Practice for Aa-Dd Assignment Copy and dictate the four words and Aa-Dd. 教后感：本课在复习字母表的基础上进一步学习了A—D四个字母及其开头的单词，学生已接触过这些单词，因此学习较顺利。而句型也掌握很好。这四个单词对于学生来说还没有很大难度，但开始接触句子了，学生的抄写还是存在了一定的问题。

Unit 2 Greetings (Second Period)

Language focus:

Using formulaic expressions to great people and bid farewell. eg: Hi ! Good morning. Goodbye. Language skills:

Speaking: 1. Use modelled phrases to communicate with the teacher and other learners.

Open an interaction by greeting someone politely. eg: Hello.

Open an interaction by greeting peers using appropriate formulaic phrases. Eg: Hi! Close an interaction by using appropriate formulaic phrases. eg: Goodbye. Materials:

SB P6, cassette ,WB P2 Preparation:

Bring any soft toy. Procedures Pre-task Preparation Hi,..(name) Goodbye,… (name) Explain:Hi./Hello. A. Use a soft toy to demonstrate: Hi, (name of toy) 通过玩具的自我介绍和与小朋友Contents Methods Purpose Ask individuals to greet 打招呼问候，学生the toy in the same way. 轻松进入语境。 Say: Goodbye, (name of toy) and put the toy away. Make goodbye. the toy wave Bring out the toy again. Ask the students to say: Hi, 解释Hi./Hello.then: 的意义，让学生可Goodbye, and put the toy 交相运用。 away. Repeat the activity until the students are responding freely. B.1. Say Hi to the students. They respond : Hi. Explain Practise: that Hi Hi… Hi… Goodbye. Goodbye. is informal and for use between students. They must say “Hello” when they greet me and other adults. 2. Ask the students to say Hi to each other. 3. Go to the door, wave and say: Goodbye. The class answers: Goodbye. 4. Explain that people use “Goodbye” when leaving somebody. Play the cassette for the first C.1. Play the cassette for the Listen to first the tape two pictures. Read the 2. Read the first two dialogue Act out dialogues. Students follow. 3. Divide the class into groups of choose characters and practise the conversation. 4. Play the cassette tape for the next two pictures. Pepeat the above procedure. While-task Act out 1. Pretend that I’m Miss Fang. 通过朗读和分组three.The groups Procedure Do The students now put both 表演，学生真正运parts together and act 用新句型进行交out the role-play to the rest of 际。 substitution exercise the class. 2. Groups of four students can now role-play. 3. Students act the dialogue using their own names. practise the Post-task activities a word-making activity Do 1. Prepare a word-making activity. words: Goodbye and Hi in large letters on card.Cut the words into individual letters. Jumble each word. Ask individuals to come out and make the words on the blackboard ledge. the 2. Workbook P2 Write the exercises a. Read the first exchange. b. Write the sentences on the board. The students watch carefully how I form the letters. Pronounce the letters phonically as I write them. The students repeat the sounds. c. The students trace the sentences in the first exchang . Walk around the class, checking that the students are forming the letters correctly. d. Pepeat the procedure with parts2 and 3. e. Students read out the sentences. ConsolidaGrammar At this stage Garmmer ti- -on exercises Practice Book P2 and 3 could be used to practise and consolidate the oral and written language in this section further. Assignment 教后感：本课主要教授Good morning. Goodbye.学生的说是没有什么问题，积极性也比较高，但也发现大小写等存在了很大的问题。

Unit 2 Greetings (Third Period)

Language focus:

1. Using formulaic expressions to greet people and take leave.

e.g. Goodbye.

2. Using formulaic expressions to ask how someone is, and responding. Language skills: Speaking:

1. Open an interaction by greeting someone politely.

2.Open an interaction by eliciting a response. e.g. How are you? 3. Close an interaciton by using appropriate formulaic expressions . Materials:

SB P7, cassette, WB P3, some thin card for character Preparation:

Make name cards for Mrs Wang, Mr Li, Mrs Li, Mr Chen, Grandman,Alice and Sam with

strings for students to hang around their necks. Photocopy and enlarge the characters’ faces to make masks. Procedures Pre-task Preparation 1. Good morning 2. How are you? A. Hi, Hello, Goodmorning, 轻松引入英语课Goodbye 堂。 Contents Methods Purpose B.1. Introduce: How are you? Fine, thanks. Use two puppets for students to model the dialogue. 2. The class should repeat the dialogue several times. 3. Chain drill around the class.Students can ask the questions using their classmates’ names. S1: Hi,…How S2:Fine, thanks. Hi,..How are you? are you? Then S3 to S4 etc. 4. Ask individuals: How are you? to elicit: Fine, thanks. Play the cassette for the whole of page 7.The students listen and repeat. While-task Pratise the 1. Have the students choose a charater and prepare a mask or a headband for him(her) characters “Photocopiable P2-6 using the on Procedure Dialogue Act out 2. The students practise the 使学生正确理解dialogue in groups of six. Mr/Mrs/Miss三个3. Select groups to act the 单词的意义，纠正dialogue for the class. I 读音。 may like to provide some props. 4. Before performing the role- play, each student may introduce his(her) own character, Hello,class. I’m Mr Li. Post-task Workbook activities exercises 1. Extend the task by having the same groups practise the dialogue, eg: substrituting their own names and the name of the dog. 2. Workbook P3 a. Complete the first part orally. b. The students then write the correct letters in the answer table. c. Read the first dialogue. d. Ask the students to trace the letters with their finger. Walk around the class,checking that the students are tracing the letters correctly. e. The students trace the letters in pencil. f. Read the second dialogue. The students write in the missing word, and trace the remaining dialogue. g. Students read out the dialogue. Consolidati--on Grammer At this stage, Grammer Practice Practice Book P4 could be used Book to pracrtise and consolidate the oral and written language in this section further. Assignment 教后感：本课新单词Mr/Mrs/Miss三个单词的意义及读音是难点，尤其在读音方面，学生s的发音存在了很大的问题。How are yu? Fine, thanks.是重点，学生还需加强朗读。明白thanks和thank you的使用。

Unit 2 Greetings (Fourth Period)

Language focus:

Review and check the knowledge of this unit.. Materials:

SB P5—7, cassette, WB, Practise and Assessment Preparation:

Listen to the tape: Let’s enjoy. (twice) Procedures Pre-task Contents Review: Methods 1. Open the students read the words and sentences. Purpose Preparation Words and sentences 2. Listen to the tape and follow it. 3. Pratise in pairs: Goodmorning /Goodbye How are you? I’m… Consolidation exercises 1. Oxford English Practice and Assessment Series (Module1 Unit2 B: Look and tick C: Choose and write) 2. Student’s self assessment P57 Assignment

Unit 3 In the classroom

1. (First Period)

Language focus:

1. Using formulaic expressions to greet people.

e.g. Hello.

2. Asking Wh-questions to find out a person’s identity.

e.g. What’s your name?

2. Using verbs to introduce oneself.

e.g. I’m Danny.

Language skills:

Listening:

a) Understand simple instructions.

e.g. Colour your name card.

b) Discriminate between words with different initial sounds e-,f-,g-,h-, Speaking:

1. Use modeled phrases to communicate and elicit responses.

e.g. What’s your name?

2. Open an interaction by eliciting a response.

3. Pronounce correctly words in isolation with initial sounds.

e-, f-, g-, h-, and i-

Materials:

SB P8 cassette WB P4 ,35,36,37 Preparation:

Say “Hello… Hi…”each other. Procedures Pre-task Contents 1.What’ Methods 1. Introduce: What’s your name? To elicit: I’m… 2. Practice the question and answer with students. Purpose Preparation your name? I’m… 2.Explain: What’s= What is 3. In pairs, the students practise the question and answer. 4. Play the cassette for P8. The students listen and 强调What’s= repeat. Explain the What is contraction: What’s is the same as What is. 5. Select pairs to come out and act their dialogue. While-task Procedure A relay Have a relay race. Ask the student act the front of the first row: What’s your name? He /She answers: Hello, race I’m…(name) while putting up his (her) hand. The chain continues down the row. Post-task activities Wookbook 1. Distribute all the name cards for the student’s 利用活页人物认Book characters used so 识名字，再让学生far to groups. The rest of 在班内进行问答the group ask the 操练。 name students with cards :”What’s your name?” The student then answers with the name of the character: I’m…and holds up the name card. 2. Workbook P4: a. Read the dialogues .Ask the students to supply the missing words orally. b. Ask individuals to come out and write the missing on the blackboard. Ask other students to correct any spelling mistakes. c. Students trace and write in the missing words in the book Learn the letters: 1. Play the cassette: Learn the letters: E “e” elephant. 2. The students listen and point in their books. 3. The students listen and repeat the sound. 4. Repeat the process. 5. Have the students enter the vocabulary in the relevant page of their personal book. 6. workbook P35, 36 and 37. Handwriting practice for vocabulary Ee, Ff, Gg, Hh, Ii Consolidation Assignment exercises Grammar Practice Book P5 教后感：句型What’ your name?I’m…是本课重点。但是有个小的问题是以后会出现who are you?以后还是会出现问题的，所以在本节课中我预先埋伏了一下。

Unit 3 In the classroom

(Second Period)

Language focus:

1. Using verbs to describe conditions e.g. You’re…

2. Using formulaic expressions to confirm/deny identity e.g. Yes, I’m …/No, I’m … Language skills:

Speaking: Use modelled phrases to communicate and elicit a response Materials:

SB P9,cassette , WB P5,Card, disponsable wooden chopsticks, scissors, sticky tape

Photocopiable pages 2-6 and 8 Preparation:

Collect sufficient card and disposable chopsticks to make character masks; scissors and sticky tape.

Procedures Pre-task Contents Methods Purpose A. Write the names of the 通过了解，介绍对characters in the 方，为新课作铺垫。 Preparation You’re… Student’s Yes. / No. 2.Read the Book met so far on the board. Practise reading them. Explain given dialogue. names and surmanes. B.1. Introduce: You’re … ; Yes; No. 2. Play the cassette for page 9. 3. The students listen and repeat. The students follow the dialogue in their books. 4. Read the dialogue. Play the cassette necessary. again, if While-task Procedure Play the game 1. The students play the game in small groups at 猜一猜的游戏操the front of the class. 练句型。 The students use their own names. 2. The students make masks for: Miss Fang; Kitty: Ben; Mr Li; Mrs Li; Mr chen; grandma; Alice. Photocipy and enlarge Photocopiable page 2 and page 8. Use Pieces of card to make masks , then mount them on a chopstick, using sticky tape. This will allow the students to hold the masks up. Play the game again, this time using the characters in the book, will small groups at the front of the class. Post-task activities Do Workbook page 5 exercises A. Review the letters a to f, Write the letters on the board B. Read the statements on p.5. The students find the relevant characters and the identifying letter. C. Read the stastement, Ask: What’s the letter? To elicit: a, b, etc. Consolidation Grammar Practice At this stage 3A page 5 could be used to practise and Book consolidate the oral and written language used in thid section further. Assignment

Unit 3 In the classroom

(Third Period)

Language focus:

1. Using a formulaic rhyming expression to start a guessing game

e.g. One, two, three, I see…

2. Using nouns to indefinite article to refer to something for the first time

e.g. I see a book.

3. Usin formulaic expressions to affirm and deny e.g. Yes / No

Language skills:

Speaking: Open an interaction by eliciting a response Listening: Recognize differences in the use of intonation Materials:

SB P10,cassette, Word and Picture Cards 3A, WB P6 Preparation:

Ensure all the realia items are available. Procedures Pre-task Contents A. Methods Use the game format One, two, three, I see … to revise the students’ names and the characters (use picture cards). Say: I One, Purpose Preparation Introduce: I see… Say: see… two, three, see…; then look at an individual. The class must guess. Use as a chain drill; each student Learn the says: new words Make sentences. One, two, three, I see …; and looks at a classmate. The nest student must say that student’s name. B.1. Introduce the new vocabulary, classroom realia and the picture cards 2. Practise the nouns by using using flashcards and pointing to the items. 3. Encourage individual students to do the same. C.1. Introduce One, two, three … and guessing game with the items. 2. Play the cassette for page 10. The students follow the dialogue in their books. 3. Explain use of practise the indefinite article a. Encourage students to use the article before each noun. While-task Game: 1. The students play the Procedure guessing guessing game shown on page 10 as a class and/or group activity. 2. The students play the guessing game shown on page 10 as a class and/or group activity. Post-task activities Do Workbook Page 6 exercises A.Read the nouns on page6 B.The students trace with their finger, joining the pictures and the words. Walk round the class, checking that the students understand the task C.The students trace the words, join the objects and the words and color the objects. Consolidation Grammar Practice Book As the stage Grammar Practice Book 3A page 6 could be used to practise and consolidate the oral and written language in this section further Student’s self-assessment on P58. Assignment ” 教后感：这是一个韵律的儿歌，读起来比较容易上口，但其实还是有很大难度的，单词的掌握，以及祈使句的新接触都是重点。

Unit 3 In the classroom

(Fourth Period)

Language focus:

Review and check the knowledge of this unit. Materials:

SB P8--10, cassette, WB,Practise and Assessment Preparation:

Play a game: “One,two,three…I see…” Procedures Pre-task Contents Review: Methods 1. Open the students’book P8—10, let students read the words and sentences. 6. Listen to the tape and follow it. 7. Practise in pairs: What’s your name? I’m… You’re… Yes,I’m…/No,I’m… I see… Consolidation exercises 1. Oxford English Practice and Assessment Series Purpose Preparation Words and to sentences (Module1Unit3 and A:Look write E:Listen and draw F:Read and match) 2. Student’s self assessment P58 Assignment

Unit 4 Saying and doing

(First Period)

Language focus:

Using simple imperatives to give instructions

e.g. Come in,please. (NB for passive use only at this stage) Using simple imperatives to express prohibitions e.g. Don’t be late. Language skills: Listening:

Identify key word in an utterance by recognizing stress. Recognize alliterative and rhyming words

Discriminate between words with different initial sounds j-,k-,l-,and m- Speaking:

Use modelled phrases to communicate with other learners

Pronounce correctly words in isolation with initial sounds j-,k-,l-,and m- Materials:

SB P11, cassette and player, WB P7,38,39 Photocopiable P9 Procedures Pre-task Preparati Introduce numbers 1-10. Contents Methods Purpose Review and 1. Write numbers 1-10 on the on learn: the numbers board and practise counting. 2. Count in a chain round the class. 3. Display the number cards in disorder on the blackboard ledge. Ask pairs of students to come out and put the numbers in order as quickly as they can. They then count from 1-10 While-task Learn the 1. Practise: Look at the new the clock/board. Close/Open the door. Individual students perform the actions. 2. Play the cassette. The students listen to the rhyme and repeat it. 3. Read the rhyme. Procedure sentences Learn the rhyme Encourage students to join in .Clapping the numbers will give the rhyme additional thythm. Give emphasis to the rhyming words. 4. Explain: You’re very late. Don’t be late for school again. 5. Encourage all students to participate in saying the rhyme and clapping the rhythm 7. The class recites the rhyme and two students mime. Individual take the part of the teacher, reciting the rhyme students Post-task Do activities exercises Workbook 3A page 7 A. Review numbers 1-10 using your number cards. B. The students trace and color the number on page 7 Learn the New letters A. Play the cassette for: letters and words Learn the letters; J ‘j’ jam B. The students listen, point and repeat the sounds and the word C. Repeat the process with K ‘k’ kite, L ‘l’ lion, M ‘m’ mouse D. Workbook page 37,38 and 39 Consolidatio-n Grammar Practise Grammar Practice book 3A pages 8 and 9 give further prqctise in identifying numbers 1-10. Assignment

Unit 4 Saying and doing

(Second Period)

Language focus:

Using imperatives to give simple instructions eg: Clean the table,please.

Using formulaic expressions to express thanks eg: Thank you.

Using definite article to refer to specific classroom objects Using nouns to identify things

Language skills: Listening:

Locate specific information in response to simple instructions Speaking:

Use modelled phrases to communicate with other learners eg: Close the box,please. Materials:SB P12; cassette; Word and picture cards; a cardboard box with lid; card

and cissors; WB P8,9; Photocopiable page 10

Preparation:

Bring a box with a lid to school. (e.g. a shoe box). Make some classroom labels as suggested in Look and learn. Add strings to stick the labels around the classroom. Procedures Pre-task Preparation Introduce the objects A. Hang the labels you have made 用标签来 around the classroom on the 标注教室 relevant objects. As you do so,内的物 say the names of the objects. 品，可以B.1. Introduce: 让学生直Contents Methods Purpose Practise the door/table/window/blackboard/box 接而形象sentences: Open/Close/Clean…,please. using realia and the flashcard的进行学 2. Introduce: Clean the 习。 blackboard/table. Open/close the door/box. 3. Pracise the instructions with the students performing the actions(Use the shoe box here). Express thanks fir each action: Thank you. 4. Individual students give an instruction to another studen -t, who performs the action. 5. Practise with the flashcards. Ask students to match flashcardsclassroom labels. While-task Pratise the in These activities should become whole part of the daily routine for tidying up the classroom, prior to leaving it. Students should know and be encouraged to use the politeness expressions with you and their classmates, Procedure class. Particularly: …, please and Thank you. Post-task Pratise and 1. Choose one student who activities do exercises. 学生在游thinks of an instruction and 戏与合作gives it to another student 中巩固新who carries it out. The second student then 知，效果更好。 gives and order to a third student, and so on. 2. Each student makes and illustrates a label fo one item in the classroom and places it on that item. Include vocabulary previously learned. Praise students who label an item previously covered. 3. Play a simplified version of Simon says as a class activity. 4. Workbook page 8 a. Review the vocabulary. b. The students trace and write the words. 5. Workbook page 9 a. Students read the dialogues and decide on the answers. b. Select pairs to read the dialogues (optional) c. The students circle the correct verbs and trace the faint words. The pairs practise the dialogues Consolidati--on Grammar Practice At this stage grammar Practice book 3A page 10 and 11 could be used to practise and consolidate the oral and written language in thsection further Assignment Fill in the blanks and act out to your parents. 教后感：通过贴标签的方法，学生学习积极性很高，掌握得也很主动。但祈使句是这课的重点，学生在接触的时候有点难度。由于他们是第一次接触，所以没有涉及的太多，因为学生的水平也存在了很大的差异。

Unit 4 Saying and doing

(Third Period)

Language focus:

1. Using formulaic expressions to greet people and take leave e.g. Goodbye.

2. Using formulaic expressions to ask how someone is , and responding e.g. How are you? Fine,thanks. Language Skills: Speaking:

Open an interaction by greeting someone politely. Open an interaction by eliciting a response. e.g. How are you?

Close an interaction by using appropriate formulaic expressions. e.g. Goodbye. Materials:

SB P14; cassette; Paper or card to make number and word cards 1-10; Strings for the numbers game and 10 clothes-pegs; Photocopiable page 13 Preparation:

Make name cards for Mr Li, Danny, Alice and Peter with strings for students to hang around their necks. Enlarge photocopiable sheets for students to make the number cards Procedures Contents Methods Purpose Pre-task Preparation Review: Good morning. What’s your name? How you? Fine,thank you. are 1. Revise: Good morning. What’s I’m… Hi,… How are you? Fine, thanks. Use two puppets or soft toys to model the dialogue. 2. Students work in pairs and repeat the dialogue your name? several times. While-task Procedure Listen and repeat 1. Have the students choose a character and prepare a mask or a headband for himself/herself.The students can wear these while enacting the role-play Act out along with the character name cards. 2. The students practise the dialogue in groups of four. 3. Select groups to act the dialogue for the class. Post-task activities Do Substitutio-n exercise Act the dialogue 1. Extend the task by 通过表演来在现having 和掌握对话的运 the same groups practise 用，学生很有兴the 趣，并能作到人人 dialogue, substituting 参与。 their out own names. 2. Select groups to act the modified Check students’ pronunciation, and correct of necessary dialogues. 3. Photocopiable page 13: Act a story a.Students dialogyes b.Select pairs to read the dialogues c.Select groups to act the dialogues Consolidation exercises Oxford English Practice and Assessment Series 3A Part1, Module1,Unit4 further presents and read the grammar vocabulary exercieses as well as listening and reading skills development tasks. Assignment Read the story. 教后感：通过故事的教学，学生在表演中，充分的回顾和掌握了基本的问候用语。

Unit 4 Saying and doing

(Fourth Period)

Language focus:

1. P13 shows how students might practise this lauguage at home. 2. Review and check the knowledge of the unit. Materials:

SB P11--14; cassette and a cassette player; Practice and Assessment Series. Preparation:

Say a rhyme: one,two,three,four… Procedures Pre-task Preparation Contents Methods 1. Practise the dialogues (P13) in class. Practise in two.(Ask answer).e.g. Open the box,please. Thank you. 2. Open the students’books to P11-14, let students read the words and and Purpose sentences. 3. Listen to the tape and follow it. 4. Say and act: e.g. Clean the blackboard,please. Thank you. Consolidation exercises 1. Oxford English Practice and Assessment Series(Module1 Unit4 C: Look, choose and Write D: Look and write E: Listen and number 2. Student’s assessment P58 Assignment Read P11-14 self

Module 2 Me, my family and friends

Teaching Aims:

2. Learn the daily expressions:

e.g. A cake, Ben?

Yes,please. / No, thank you. Here you are.

2. Learn new words and review the letters e.g. N n nine O o orange P p pencil Q q queen

3. Learn grammer:

e.g. Who are you? I’m…

Who’s he / she? He’s…/ She’s… What is it?

Key Points and Difficult Points:

4. Review the letters

5. How to use to the sentence structure to make up new sentences. 6. Use the words to say something. Teaching Materials:

SB page 15--24, cassette, WB page, some pictures and word cards

Teaching Arrange:

Unit 1: My friends (4 periods) Unit 2: Feelings (4 periods) Unit 3: Families (4 periods)

Unit 1 My friends

(First Period)

Language focus:

1.Asking Wh-questions to find out a person’s identity eg: Who are you?

2.Using indefinite articles to mention something or someone for the first time

e.g. I’m a girl.

3.Using adjectives to describe people

e.g. I’m tall.

Language skills: Speaking:

Use modelled phrases to open and maintain an interaction by providing information in response to factual questions. e.g. Who are you? I’m a girl. I’m

tall. Listening:

Locate specific information in response to simple questions Writing:

Add personal ideas and information to writing when a framework is provided Materials:

SB P15, cassette, wallpictures 3A, WB P10, magazines and scissors Preparation:

Make word cards for: fat, thin, big, small, short, tall. Bring old magazines and scissors.

Procedures Pre-task Contents Methods Purpose A. Draw figures on the board 通过形象的图or select pairs of 片比较，让学生知道这三对反义词也是比较得出的。并不绝Preparation Introduce: tall/short big/small thin/fat students to illustrate:tall/short;big/small ;thin/fat. It may be 对。 useful to use students’ hand to show the relative sizes of Recogine: the word Listen and repeat Introduce: a boy agirl fingers e.g. the thumb is fat, the middle finger is tall, etc B.1. Introduce: fat, thin, big, small, tall, short, using blackboard drawings and the flashcards you have made 2. Display the Wallpicture to demonstrate adjectives. 3. Play the cassette for Look and say 4. Practise the adjectives using the blackboard drawings and flashcards. 5. Introduce: Who are you? Use the flashcards to introduce: a boy, a girl the 6.Ask Who are you? To elicit: I’m… I’m a boy/girl. While-task Procedure Say: About me Play game 1. Encourage the students to talk about themselves in 运用I’m 句terms of size and sex, 型，结合新学的using the About you model. 形容词进行自我介绍，锻炼运a 2. Play a guessing game. In 用英语的能力。 groups, one student is blindfolded. The rest of the group chooses a member which will describe him/herself. blindfolded The student asks: Who are you? The other student The describes him/herself. blindfolded student makes guesses. The rest of the group confirms Draw a or denies the guess with Yes/No. 3. The students prepare a description themselves, modelled on the of descriptions in; Who are you? Go around the class, encouraging students to look at, compare and describe themselves. 4. Students share their descriptions with the rest 加上自画像，让of the class or group by 学生对自己有更形象地认识。 picture of themselves reading aloud. Less able students will rely on your support at this stage and may wish to draw first and dictate their description to you. 5. Students draw a large picture of themselves to accompany the description. 6. Arrange the pictures and descriptions on a display board, together into a Big Book called Our Class. Post-task activities exercises Workbook page 10 or put them A. Read 1 and 2 on page 10. Explain: Tick B. The students complete 3 and 4 C. Select students to read the completed statements in 2, 3 and 4 D. Explain the task. Students draw their picture in the panel and complete their own description. E. Ask individuals to read out the description of themselves Consolidation Grammar At this stage Grammar Practice exercises Book 3A page 12 could be used to practise and consolidate the language in this section further Assignment Read the word and text. 2.Write about you. 教后感：通过学习，学生可以简单的进行自我介绍，并询问他人的姓名等。在本课中我也加入了反义词的训练。

Unit 1 My friends (Second Period)

Language focus:

Asking Wh- question to find out a person’s identity. e.g: Who is my friend?

Using pronouns to identify people. e.g: He’s Eddie.

Using adjectives to describe people. e.g. She’s small. Language skills: Listening:

Identify key words in and utterance by recognizing stress. e.g. Who is he? He’s tall.

Locate specific information in response to simple questions Discriminate between words with different initial sounds

Speaking:

1. Use modelled phrases to open and maintain an interaction by providing a response to factual questions

2. Pronounce correctly words in isolation with initial sounds Materials:

SB P16, cassette , wallpictures, word and picture cards, WB P11,39,40 and 41 Preparation:

ProcedureContents Methods Purpose s Pre-task Preparation Review: Tall, short, thin,fat,A. Review: tall short thin fat small using the 听录音学习和模仿，进步熟悉句for 型。鼓励学生积极跟读发准音。 Wallpicture. categories big,small Use Introduce: Who’s he/she? He’s/She’s... students to join. Explain that some students may fit into more than one category. Show some pictures of animals that illustrate the size categories giraffe for tall. B.1. Introduce: Who is he/she? He’s/She’s…, friend. 2. Go around the class asking e.g. a Who’s elicit: *** he/she? To He’s/She’s 3. Play the cassette. The students listen and repeat. 4. Practice Who’s he/she? Using the word and picture cards of the characters. While-task Game: Guessing 1. Students think of a 在猜的过程中，学friend in class. volunteers One 生一方面能进行student 对他人的简单描述，另一方面也从Procedure to come out in front of 聆听中又一次得the class his/her friend. students The other and describe 到学习。 make guesses until the identity of the friend is guessed correctly. 2. In pairs, students exchange information in the dame Write some way sentences to guess the identity of about sb. a friend. 3. Students look through the old magazines pictures of people. They then cut out the pictures. 4. Groups make a chart and insert their pictures into appropriate headed columns to find with the appropriate adjectives. 5. Students write about a friend using the model provided They draw a picture of that friend; these products are displayed together in book or wallfrieze from in the classroom. Post-task exercises Workbook page 11 activities A. Review the adjectives using flashcards B. The students trace the words and tick the correct boxes. Learn the letters: 1. The students trace the words and tick the correct boxes. Learn the letters 1 Play the cassette: learn the letters; N ‘n’ nine. Students listen and follow in their books. 2. Play the cassette again, students repeat. 3. Ask individual students to read the words. 4. Repeat the process with O ‘o’ orange, P ‘p’ pencil, Q ‘q’ Queen. 5. Encourage students to add the new words to their alphabetically organized Work book 7. Workbook page 39, 40 and 41 Handwriting practice for Nn, Oo, Pp, Qq. Consolidati- -on Grammar At this stage Garmmer exercises Practice Book P13 could be used to practise and consolidate the language in this section further. Assignment Read the words and write riddle about your friend. 教后感：今天的教学在学生自我介绍的基础上学习用第三人称进行对他人的介绍，重点是让学生分清he 和she 的区别。

a

Unit 1 My Friends (Third Period)

Language focus:

1.

Using adjectives to describe people.

eg:Two small babies…. 2.

Using nouns to identify people.

eg: boys,girls,babies

Language skills:

Speaking: Pronounce correctly words in connected speech by linking words together and using appropriate stress Materials:

SB P17, cassette; Word and picture cards; WB P12 Preparation:

Introduce your friends Procedures Pre-task Preparation Review: tall/fat/thin/small A. Ask the students to look at在这首有趣而琅their own hands. Ask which 琅上口的诗歌里，finger is tall /fat/ thin 出现了词组，这是/small, dtc. Draw a large 第一次。 hand on the board. Label Contents Methods Purpose Review: He’s…/She’s… Learn: in rain; babies; bow each finger with its size. B.1. Practise sentence-building with the word cards: He, Sh is and the names of the characters. the 2.Introduce: in the rain (passive); babies(passive) with blackboard drawing. Demonstrate the action: bow(passive) 3. Play the cassette. The stu listen to the rhyme. 4. Play the cassette again. The students listen and repeat. 5. Display the Wallpicture. Play the cassette and point to the pictures. White-task 1. The students say the rhyme aloud. Procedure Practise: The rhyme 2. The students use the fingeractions and say the rhyme together. 3. Students in groups, accordito their own size, may act out the rhyme e.g. the tallchildren are the tall teach the smallest are the babies Post-task activities Make up a different sentence Do 1. In pairs, more able students make up a different sentence using the adjectives, e.g. Two small dogs/thin cats/in the rain… 2. Students in pairs or groups to come out to say and act their rhyme. 3. Workbook page 12 exercises a. The students trace and circle the correct words. b. Individual students may read out the sentences on completion. c. The students write in and trace the missing words. Consolidati--on Oxford English Practice and Assessment Series Part 1, Modul2,Unit 1 presents further grammand vocabulary exercises as wellistening and reading skills dement tasks. Assignment Write anther ryhme 教后感：这首诗歌很好的将本课的反义词和词组结合起来，我让学生加上节奏，便用十指游戏记忆。

Unit 1 My friends (Fourth Period)

Language focus:

Review and check the knowledge of the unit. Materials:

SB P15-17, cassette, Practise and Assessment Series 18-20 Preparation:

Listen to the tape: “ Two fat boys in the rain” Procedures Pre-task Contents Read and 1. Methods Open the Purpose Preparation review letters, words,sentences students’books to P15-17, let students read the letters and sentences. 2. Listen to the tape and read. 3. Introduce oneselves or your friends. Consolidation exercises 1. Oxford English Practise and Assessment (Module Series 2: Unit1 B: Look, read and write D: Listen and write E: Listen and number) 2. Student’s self-assessment: P59 Assignment Read P15-17

Unit 2 Feelings (First Period)

Language focus:

1.Using adjectives to decribe how people feel e.g. Mr Li is happy.

2.Asking Yes/No questions to obtain simple responses. e.g. Is Alice thirsty?

Language skills:

Reading:

Locate specific information in a short text in response to questions. Speaking:

Pronounce correctly words in connected speech by linking together and using appropriate stress. Materials:

SB P18; cassette and a cassette player; WB P13; photocopiable P15 Preparation:

Bring some magazines with pictures of food and drinks for students to cut from magazines. Procedures Pre-task Contents Ask A. Ask Methods the Purpose students 用生日派对引入新授，将每个人的Preparation questions Introduce: questions about birthday parties: 感受形象化。 Where do they go for the parties; What do they do at the parties. Ask what are the sorts of things that happen at a party that might make them sad. happy sad thirsty hungry Listen and B.1. Introduce: happy /sad with blackboard drawings. 2. Introduce: hungry/thirsty with pictures of food and drinks read gestures. and 3. Play the cassette: The students listen and follow in their Explain books. the words 4. Read: The party. 5. Ask students to decide how each character feels by using picture clues. 6. Write: happy/sad/hungry thirsty on the board, with simple gestures to demonstrate feeling. While-task Procedure Do the 1. Distribute 让学生理解一般疑问句的含义，并each exercise: photocopiable Read and tick P15. The students read 知道他的变化规the 律，以及肯否定回questions and tick Yes 答。 or No Pair work: 2. Encourage the students Ask answer Add: Is & to say why the characters are happy/sad etc. 3. In pairs, the students practise: answer. Students may develop the ticklist into written response, e.g. Yes, Mr Li is happy. Ask and Grandma happy? Is Grandma thirsty? 4. Ask the open-ended question: Is Grandma happy? Is Grandma sad/hungry/thirsty? Students may decride for themselves what the response is, and why. Post-task activities Ask and 1. Ask individuals: Are you happy/sad? to elicit: Yes/No. answer Ask individuals: Are you hungry/thirsty? elicit: Yes./No. to exercises 2. Workbook P13 a. The students trace the words, and draw a happy or a sad mouth on the faces. b. Students read the questions. The students trace and tick. c. The students ask and answer the questions. Consolidation Grammar At this stage Grammer exercises Practice Book P15 could be used to practise and consolidate the oral and written language in this section further. Assignment Copy the Check new words and read the text. 教后感：本课重点是让学生理解三单形式的人称用be动词is，难点则是让学生学会如何将肯定句变为一般疑问句并作回答。需多加练习。

Unit 2 Feelings

(Second Period)

Language focus:

1.Using formulaic expressions to make offers. e.g: An ice-cream?

2. Using formulaic expressions to express acceptance. e.g: Yes, please.

3. Using formulaic expressions to express thanks and refusal. e.g: Thank you. / No, thank you. Language skills: Speaking:

Use modelled phrases to open and maintain an interaction. Listening:

Recognize differences in the use of intonation. Differentiate between a question and a statement. Materials:

SB P19, cassette, word and picture cards Preparation: Bring a ballon. Procedures Pre-task Contents Review: Methods A. Review: hungry/thisty. Ask: Purpose Preparation Hungry thirsty Are you hungry?etc. to Are you elicit Yes/No ,using the food Word and Picture Cards. 提醒学生注意：原hungry? Introduce: Ballon,ice-cream,cake Apple Listen and repeat Introduce: Yes,please. No,thank you. an. B.1. Introduce: ballon, 音字母开头的单ice-cream, 词前，可以加上cake, apple, using the an. Word and Picture Cards and the ballon. Explain: a and 创设情景，帮助学生理解回答的含 2. Play the cassette. The 义。 students listen. 3. Play the cassette again. The students listen and repeat. 4. Introduce: Yes,please. /No,thank you. Ask: Are you hungry? To elicit: Yes./No. Offer the food card on the realia. Say An ice- cream? To elicit: Yes,please./No, thank you. 5. Introduce “Thank you” to follow “Yes,please.” Give the ballon to individuals. Say “Here you are.” to elicit “Thank you.” Get the students to practise this, using the balloon. While-task Procedure Group work In groups, students prepare some food items-use Look and Say as a model, students role-play, offering and accepting/refusing the items. Consolidation Grammar At this stage Garmmer exercises Practice Book P16 and 17 could be used to practise and consolidate the language in this section further. Assignment Copy the words and read the text. 教后感：这课是个邀请的肯定、否定回答，对三年级的学生来说是个难点，尤其是please和thank you的使用。还有here you are的回答也是很重要。

Unit 2 Feelings (Third Period)

Language focus:

1.Asking Wh- questions to find out various kinds of specific information about a thing . e.g: What is it?

2. Asking Yes/No questions to obtain simple responses. e.g: Is it a bag?

3. Using formulaic expressions to confirm of deny. e.g: Yes! /No!

Language skills: Listening:

Discriminate between words with different initial sounds r-,s-,t-,and u- Speaking:

1. Use modelled phrases to open and maintain an interaction by providing information in response to factual questions.

2. Use modelled phrases and sentences to communite with other learmers. 3. Pronounce correctly words in isolation with initial sounds r-,s-,t-,and u-. Materials:

SB P20, cassette ,WB P14,15,41,42 and 43. Word and Picture Cards. Preparation:

Ask the students to bring small soft toys or other favourite toys. Procedures Pre-task Preparation Introduce: a book, A.1. Introduce a book, a ruler, a Contents Methods Purpose pencil,a rubber, a dog, a ruler, using a pencil, a rubber, a dog, realia. 2. Produce a couple of gift- 借助直观的学习wrapped presents. “dummy” 用品教授句型，学生才愿学会说。 A game Introduce Ask the students what they think is in the parcel. Allow them to feel it. Ask: Is What is it? it It’s a pencil. a…? Encourage students Is it a pencil? Yes, it is. No, it isn’t. “What is to it? Is it a..? Yes. /No. resplond Yes or No, depending on the guesses. Play the cassette for the first B.1. Introduce “What is it? Is it a…? Yes. /No. Using some toys or stationery items. 2. Play the cassette. The students repeat. 3. Practise the question and answers using realia. listen and While-task A game: Ask 1. In groups, the & studentsprepare seval parcels, using items plctured on P 20. The students the perform a role- play at a brithday party. 2. Help students to intorporate language already learned in previous units,e.g: Hi, Kitty. How are you? (greeting) Here you are. (Offering the gift) Thank you. Alice (expressing thanks.) Procedure answer Post-task A game activities 1. The students sit in a circle. They pass a parcel from one to another in time to some music. Each time I stop the music, holding the student the parcel asks: What is it? Is it a…? The other Learn the students letters respond: Yes! /No! Or Yes, it is! /No, it isn’t! Judge if the students’ guess is right or not. 2. Workbook P14,15 Learn the letters: 注意an umbrella. 1. Play the cassette: Learn the letters , R”r” ruler. 2. Play the cassette again. Students repeat. 3. listen and Invite individual students to read out the words. 4. Repeat the process with S “s” sun, T “t” table, U “u” umbrella. 5. Encourage students to add the new words to their alphabetically organized. 6. WB P41,42,and 43. Handwriting for Rr, Ss, Tt, Uu. Consolidati- -on Grammar 1. Grammar book P18. practice exercises Practise and consolidate the language taught in this section further. 2. Practice and Assessment Series: Unit2 Module2 3. Student’s self-assessment Students’ Book P59. Assignment Ask and answer with your friends. Unit 2 Feelings (Fourth Period)

Language focus:

Review and check the knowledge of the unit. Materials:

SB P18-20, cassette, Practise and Assessment Series P21-24 Preparation: Game: What is it ? Procedures Contents Methods Purpose Pre-task Preparation Read and 1. Open the students’ books review : Letters, words, to P18-20, let students read the letters and sentences. sentences 2. Listen to the tape and read. While-task Procedure Pratice the drills 5. Look and Say: Mr Li is___. Ben is___. Peter is ___. Kitty is___. Alice is ___. 6. Pratise: ____,Ben ? Yes,____. Here ___ ___. Thank ____. Consolidation exercises 3. Oxford English Practise and Assessment Series ( Module 2: Unit 2 C:Choose and write D: Look,read and circle F: Listen and draw ) 4. Student’s self-assessment: P59 Assignment Do some exercises.

Unit 3 Families (First Period)

Language focus:

1. Using nouns to identify people. e.g. mother

2. Asking wh-questions to find out a person’s identity.

e.g. Who’s he?

3. Using possessive adjectivies to indicate possession.

e.g. He’s my brother. Language skills: Speaking:

Use modelled phrases and sentences to communicate with other learners. Listening:

Locate specific information in response to questions. Materials:

SB P21, cassette, wallpictures, WB P16 Preparation:

Ask the students to bring a photograph of a member of their family. Bring some paper

and glue. Procedures Pre-task Contents Introduce A. Methods Purpose Using the wallpictures 用家庭照直观教to introduce family 学，由于学生对本members. Ask “who has 课词汇已有基础，brought a photo of a 难度就在于拼读member of their 拼写。 Preparation the members Introduce : The word new family.” Ask questions about the students’ family. Ask the students who have not brought a photo to draw a member of their family on a piece of paper. Remember that not all students about the names of various family members. Talk about my own family. Show the students a photo of my family. B.1. Introduce : mother, father, brother, sister, grandmother, grandfather, me and cat. 2. Introduce: big, little, boy, girl, book and bag using realia. Introduce cat. Say the word, students follow then spell out the word. While-task Procedure Who’s he? 1. Ask individuals to bring Who’s=who is Who’s she? out their photo and show it to the class. Ask: Who’s he/she? to elicit: Introduce the members (tall/short) (fat/thin) (big/small) She’s my mother,etc. 2. In groups, students talk about families. 3. Individual students come out and introduce their families. 5. The students then each draw a picture of a different family member. Then they talk about their new drawings: This is my father/mother…He/She is tall/fat… their own Post-task activity exercises Workbook P16 a. Read the words in: Look and write. b. The students write the words in the appropriate spaces. c. Read the words in the first dialogue in Write,then fill in the missing words. d. Students ask each other questions. Consolidation Assignment Grammar Grammar Practice Book P19 exercises and 20 Copy the new words. 教后感：家庭成员是本课的重点，在单词的拼读上是一个很大的难点。学生的错误率比较高，所以在教学的过程中，我们就进行了背单词技巧的训练。

Unit 3 Families (Second Period)

Language focus:

1. Using nouns to identify animals

e.g. I’m a cat.

2. Using adjectives to identify and describe aminals. e.g. My tial is long. Language skills:

Speaking:

Use modeled phrases and senterces to communicate with other learmers. Listening:

Locate specific information in response to questions. Materials:

SB P22, cassetteplayer, soft toys, ball Preparation:

Ask the students to bring soft toy animals to class. Bring a small ball, yellow. Procedures Pre-task Contents Methods A.1. Ask the student who have brought toy animals to bring out their toy and show it. Introduce: cat and dog, then & give names to students’ toy . e.g. Susie, Spotty. 2. Ask “Who’s this?” to elicit: He’s/She’s my Purpose Preparation Introduce: cat dog Ask answer: Who’s this? He’s/She’s… What’s his/her name? Listen and repeat cat,etc. 3. Review: small, fat B.1. Play the poem on the cassette. listen. Then play it again. Students listen and follow. 2. Ask the students to complete the answer to the question under the poem. 3. Take out a toy cat point to it’s ear and tail respectively, saying “ This is an ear. This is a tail… 6. Play the cassette: Look and say. Students listen and Students follow. 5. Do a shared reading exercise. I’m a rabbit. My ears is…and so on. While-task Procedure A game 3. Students play a guessing game. A student draws one of the four animals on the blackboard, during drawing to ask: What is it? Other students guess. Continue drawing until a student correctly. 4. The student who guessed correctly then draws a guesses pausing are…My tail different animal. Post-task activities exercises The students draw the animal they like and label its ears—long/short and its tail—long/short. Consolidation Assignment Read the text,and write an animal you like. 教后感：在本课教学后，学生掌握了用第一人称介绍动物的句型，让他们从观察中，描述中练习。

Unit 3 My families

(Third Period)

Language focus:

1. Asking yes/no questions to obtain a simple response.

e.g. Are you my mother?

2. Using nouns to identify animals

exercises Grammar Practice Book P21 e.g. I a mouse.

3. Using adjectives to describe things. e.g. My ears / tail are / is…

4. Using formulaic expressions to confirm and deny using Yes…/No… Language skills:

Speaking:

1. Communicate with other learners by adding information to modelled phrases and sentences.

2. Use appropriate intonation in questions and statements. Listening:

Locate specific information in response to questions. Materials:

SB P23, cassette, card and scissors WB P43,44 and 45 Preparation:

Ask the students to bring toy animals. Collect scrap card and scissors. Procedures Pre-task Contents Set Methods Purpose the A. Set the scene for the story, 鼓励每个学生都Preparation scene for the story by asking the class if 积极参与讲故事they 表演，与大家进行have ever been lost. Ask 英语交流。 students how they felt Play a when they could not find their mother. B. Play a guessing game. Say “My ears are long. My tail is short. I’m a…to elicit: A rabbit. Say My ears are small. My tail is long. I’m a…,to elicit A mouse. C.1. Read the story, pausing for the students to supply the missing words. 2. Give the students a few minutes to look at the pictures and read the story. Walk around the class checking that the guessing game. Read the stroy students understand which words are missing. 3. Ask individual students to read the story, pausing for other students to supply the missing words. While-task Procedure Group work Divide the class in groups of five. Let the students choose which animal they are going to be. The groups practise reading and acting the story. Post-task activities Group work 1. In groups, students use scrap card and scissors to make five sets of long Act out and short ears. Cut five longand short tails from string: kitten, cat, rabbit, dog, mouse. 8. Hold each set of ears to my head. Shoe the students my tail. Ask: What am I ? to elicit mouse.”etc. 9. Select one group to read the story, another to mime it, using the ears and tails. 10. Listen to the tape. Read it “You’re a together. sometimes. Consolidation Assignment Recite the story. Listen exercises Grammar Practice Book P22 教后感：鼓励每个学生都积极参与讲故事表演，与大家进行英语交流。

Unit 3 Families (Fourth Period)

Language skills:

Speaking: Pronounce correctly words in isolation with initial sounds v-,w- x-,y-and z-. Materials:

SB P23, cassette and player, WB P43-45 Procedures Pre-task Preparation Review the 1. Take out a toy drills cat.,review: My ears are…My tail is… Contents Methods Purpose Repeat the 2. Repeat the story. story 3. Let the students choose which animal they are going to be. The reading and acting the story. While-task Learn the Learn the letters: groups practise 1. Play the cassette: Learn the letters: V v van Students listen and follow in their books. 2. Play the cassette again, Students listen and repeat. 5. Invite individual Procedure letters students to read out the words. 6. Repeat the process with W w window, X x x-ray, Y y yellow, Z z zebra. 7. Encourage students to add the new words to their alphabetically organized Work Book. 8. Workbook P43,44 and 45 Handwriting practice for Vv,Ww,Xx,Yy,Zz Consolidation Assignment

Unit 3 Families (Fifth Period)

Language focus:

2. Using nouns to identify people. e.g. He’s my father.

2. Asking either wh-questions or simple questions to find out a person’s identity.

e.g. Who’s she? Are you Mary?

3. Using possessive adjectives to indicate possession . e.g. Kitty is my good friend.

Copy the new words. exercises Grammer Practice Book P22 Language skills:

Speaking: Use modelled dialogue to communicate with other learners. Listening: Locate specific information in response to questions. Reading: Locate specific information in response to a given table. Writing: Add information to writing when a dialogue is provided. Materials:

SB P24, cassette, photo copiable P16 Preparation:

Ask the students to bring a photograph of their family. Prepare copies of photocopiable P16. Procedures Pre-task Preparation 1．Introduce A.1.Show the students a photo Contents Methods Purpose the of family numbers. 2.Describe the my family. Introduce my family students. Using the sentence members to structures students have learned. 2. Ask students to students’ best introduce friends. their family members to their friends using the photos they have students to interact by eliciting responses. B. Ask students to draw a picture of his / her best friend. individual students to describe their best friends. Invite brought. Ask While-task 1.Listen to the 7. Play the dialogue on the cassette while students follow in their books. Students content listening. learn the Procedure tape. Practise in through a 8. Play the dialogue in four group: act the parts. Students follow the tape and repeat. dialogue. 9. Students act it out in groups of three. Post-task activities 7. Extend the task by having 鼓励每个学生都the same groups practise 积极参与表演，与the dialogue, 大家进行英语交1.Act out the dialogue. 2.Play a game substituting their own 流。 names. 8. Select groups to act out the modified dialogues. Check students’ pronunciation and correct if necessary. 9. Students complete the table in read and tick. 10. Play a guessing game: What am I ? 11. Distribute photocopiable P16. Ask students to read the story and trace the faint words. Consolidation Assignment

Unit 3 Families (Sixth Period)

Language focus:

Review and check the knowledge of the unit. Materials:

SB P21-24, cassette, Practise and Assessment Series P25-28 Preparation:

Listen and repeat: “I’m a …” “My ears are…” “My tail is …” Procedures Pre-task Contents Methods Purpose exercise Practice and Assessment Series Module3,Unit1 Recite the story. Read and 11. Open the students’ books to P25-28,let students read the letters and sentences. Preparation review : Letters, words, sentences 12. Listen to the tape and read. White-task Procedure Practise: 1. Suppose: I’m a… am, is,are 2. Ask& answer: Who’s he ? He’s… Who’s she ? She’s… Consolidation exercises 1. Oxford English Practise and Assessment (Module 2: Unit3 B: Choose and write D: Choose and write F: Listen and tick ) 2. Student’s Series self-assessment: P59 Assignment Read P21-24.

Middle Revision (First Period)

Language focus:

1. Review the knowledge of Module 1,2

2. Check the exercises of Grammar Practise Book and Workbook. Materials:

SB , WB, Grammar Practice Book, Practice and Assessment Series Book Preparation:

Sing: the alphabet song Procedures Pre-task Contents Methods Purpose Review the 9. Recite the words and 巩固知识，需要多phrases of ModuleI and 次再现和反复操Module II. 练。 Preparation words and phrases 10. Take out the workbooks to check the answers of exercises. White-task Procedure Do Do more exercises: 1. He’s She’s 通过练笔，掌握用He’s \\She’s\\ I’m 句型介绍。 exercises ___ my gradmother. ___ my sister. ___ my gradfather. 2. Introduce yourself: I’m____. I’m a ____. I’m ____. I’m ____. I’m ____. I like to ____. 11. Write the words: big---s____ short---t____ long---s____ fat---t____ Consolidation Recite the Check words and sentences. Assignment Do some exercites.

Middle Revision (Second Period)

Language focus:

1.Review the knowledge of Module I,II 2.Check and do the exercises. Materials:

SB, WB, Grammar Practice Book , cassette Preparation:

Chant: I’m…I’m… I’m a pupil. Are you…? Are you…? Are you a pupil? Procedures Pre-task Preparation Contents Methods Purpose 1. Review 3. Say the sentences after 对句子的问答进the drills. 2. Pratise tape. 4. Do some 行复习，加强听说listening 训练。 practice: How are you ?_______. What’s name?______. your the “ask&answer” Who’s she ?______. Good morning._____. 5. Listen and write down the words. While-task Procedure Do exercises 1. Make up sentences: I’m____. I’m____. He’s____. She’s____. 2. Introduce yourself and your pets. e.g: I’m Susie. I’m a cat. My ears are small. My tail is long. I like to play with my yellow ball. Consolidation Answer the questions of Practise and Assessment Series Book. P56-65 Assignment Do some exercises.

Module 3

Places and activities

Teaching Aims:

1. Learn the daily expressions. e.g. Stand up! Sit down. Eight ice-creams,please. Here you are. Thank you. etc.

2. Learn new words new phrases and sentence structure. e.g. circle square triangle star a cake cat e bee desk I kite biscuit

3. Learn grammar: pronoun, wh-question, articles, countable nouns Key Points and Difficult Points:

7. How to use the sentence structure to make up new sentences. 8. Use the words to say something. Teaching Materials:

SB P25-34 , cassette, wallcharts

Workbook, Grammar Practice Book, Practice and assessment Series Book,

some pictures and word cards Teaching Periods:

Unit1 My school 4 Periods Unit2 Shopping 4 Periods

Unit3 Parks and playgrounds 4 Periods

Unit 1 My school (First Period)

Language focus:

3. Asking wh-questions to find out about a specific thing. e.g. What’s this?

2. Using nouns to identify things. e.g. a classroom, the school Language skills:

Speaking: Open an interaction by eliciting a response. Maintain an interaction

by providing information to factual questions. Listening: Identify key words by reconginizing stress. Materials:

SB P25, cassette, wall pictures, WB P17 Preparation: Bring your floor plan of our school. Procedures Pre-task Preparation Learn the places Listen to the tape. A. Use the floor plan of our school to discuss the location of the rooms 以学校地里平面and 图引入新课，贴近学生生活实际。 Contents Methods Purpose facilities in our school. Students at this stage will be becoming familiar with the layout and Introduce:What’s this? It’s… Practise: What’s this? It’s… geography school. of their B.1. Play the cassette. Introduce:school,classroom,h all,toliet,office,playground,li brary. Using the wallpicture. The students listen and repeat. 2. Ask “What’s this?” to elicit: It’s the … 3. Play the cassette again. 4. In pairs, the students practise: Point, ask and answer on P25. Invite individuals to come out to the wallpicture to ask “What’s this? Is this a / the …?”to elicit “ It’s a / the …or No, it’s the …” White-task 10. The students identify and label copies of my floor plan of more able students may drae and their own plan of their school. Display some of the sketch maps on a display board. 11. Workbook P17 a. Read the vocabulary in the information box. Procedure Label and read the vocabulary. Read the b. Ask the questions. dialogues. c. The students read and write the words in the correct dialogues. Consolidation Grammar exercises. At this stage “Grammar Practice Book P23 pracitises and consolidates the language learned on this page. Assignment 教后感：在学习学校内各场所的单词后，根据图片进行了介绍，并让学生将绘制我校平面图为作业，效果很好。

Unit 1 My school (Second Period)

Language focus:

1. Asking yes / no questions to obtain simple responses. e.g. Is this the hall?

2. Using determiners to refer to and make general statements and to refer to a

specific thing.

e.g. a classroom, the toilet

3. Using nouns to refer to specific things. e.g. playground

4. Using imperatives to give instructions.

e.g. Stand up. Clap your hands. Language skills:

Speaking: 1. Open an interaction by eliciting a response. 2. Maintain an interaction by providing information.

3. Maintain an interaction by using formulaic expressions to acknowledge, agree or disagree.

Listening: Identify key words by recognizing stress. Materials:

SB P26, cassette, WB P18,19 Photocopiable P17 Preparation:

Bring your floor plan of our school. Procedures Pre-task Contents Methods 1. Review the names of rooms 。 Purpose Preparation Review : What’s this? It’s… Introduce: Is this…? and facilities in our school, using my floor plan. Ask “What’s this?” to elicit: “It’s the …” Ask “ Is this the …?” to elicit Yes, it “Yes, it is. / No, it’s the…” is./ No, it the… is 2.1) Play the cassette for: Listen and act. The students listen and repeat. Listen and 2)Play the cassette again. read The students perform the actions. 3) Read the instructions again. The students perform the actions. While-task Procedure Label and practise the vocabulary. Practise 3. In groups, students use the photocopiable school 用给场所图片贴plans to label and 标签的方式进行practise the vocabulary. 单词的复习，以及4. In groups, students draw 句型练习。 a simple pictorial plan of their own school and label it. Each group in groups: Is a…? Yes,it is. / No, it is a… What’s this? It's… A game this shares its plan with the class; the class asks “ Is this the / a …?” and “ What’s this?” to elicit answers from the group. 5. Play the game: Simon says…with the commands. Invite individuals to be the leader. Encourage more able students to indude the instructions learned in the previous lessons. Post-task activities Do 1. WB P18 a. The students read the exercises question and the answer in1. b. The students complete the exercise by ticking the appropriate boxes, and writing answer. c. Complete the exercise orally. 2. WB P19 a. Read the instructions at the top of the page. b. Complete the exercise orally. c. The students write the instructions under the pictures. Consolidation Assignment . Check Grammar Practice Book P24 语法练习巩固 the correct 教后感：本课中指令句子朗朗上口，学生可以边说边做。

Unit 1 My school (Third Period)

Language focus:

3. Using plural forms of nouns to identify things.

e.g. desks, chairs

2. Using numerals to show quantities.

e.g. three desks

3. Using formulaic expressions to express approval. e.g. Good!

Language skills: Speaking:

1.Use modeled phrases to communicate with other learners.

2.Pronounce correctly words in isolation with vowel sound “a” in both open and closed syllable forms.

Listening:

1.Recognize language patterns preciously encountered in new spoken texts.

2.Discriminate between words with vowel sound “a” in both open and closed syllable forms. Materials:

SB P27, cassette, photocopiabe P18, scissors, word and picture cards.

Preparation:

Prepare photocopies(numbers and pictures),scissors and crayons Procedures Pre-task Contents Methods A.1.Review the classroom Purpose Preparation Review the vocabulary using the classroom Word vocabulary. Practise one ten. and Picture cards. 2.Introduce vocabulary, using realia. new to B.1.Practise one to ten by counting boys, girls, desks, chairs etc. 2.Select indibiduals to continue the practice. White-task Procedure 12. Divide the class into 将图片和数字pairs. Give each pair a 相配，组成词组，copy of photocopiable 既形象又有趣。 P18. Pairs colour and cut out the cards. Pairwork: 13. Pairs lay out their Match: numbers—pictures E.g.Two—two desks cards, face down, in order, and in matching positions.Students 1 turns over a picture card. Student 2 turns over a word card to see if the cards match.If the cards do not match, they are placed face down again. When a match is obtained the student says for example: Two. Two desks. If it is correct, the partner says to show approval: Good, and so on. Post-task activities In pairs, the students use the same cards to play pelmanism. Learn souds the Listen and 1. Play the cassette: Learn learn the the souds. sounds: /ei/ /keik/ 13. The students listen and repeat the sounds. Listen and 14. The students listen and repeat the sounds. repeat the sounds. 15. Encourage the students to think of some other words with the sound of /ei/,e.g: table, name. Names of students acceptable. 5. Repeat the process with the sound of / /, e.g: bag, happy Consolidation Do 1. Grammar Practice Book P25 are exercises 6. Practice and Assessment Series Module 3 Unit1 3. Students self-assessment P60 Assignment 教后感：游戏的单词记忆法还是很适合于三年级的孩子，在记忆单词的同时还很好的提高了他们的学习兴趣。

Unit 1 My school (Fourth Period)

Language focus:

Review and check the knowledge of the unit. Materials:

SB P25-27, cassette, Practise and Assessmentseries P29-33 Preparation:

Listen to the tape: My school Procedures Pre-task Contents Methods 6. Open the students’ book to P25-27, let students read the letters and sentences. Purpose Preparation Read and review: Letters, words, sentences White-task Procedure 7. Listen to the tape and read. Practise: 3. Practise: What’s this ? 加强两种句型的the drills It’s a … 4. Practise: Is this a …? Yes, it is. / No, it is a … 巩固。 Consolidation Do 1. Oxford English Practise exercises and Assessment (Module 3: Unit1 B: Look and write C: Look and write E: Listen and write ) 2. Student’s Series self-assessment: P60 Assignment 教后感：一般疑问句对学生来说，难度尚可，但回答的问题很大，似乎在后头上的正确率较高，但到了本子上，错误的情况很严重。

Unit 2 Shopping (First Period)

Language focus:

1. Using formulaic expressions to request something.

e.g. Eight ice-creams, please.

2. Using formulaic expressions to reply to requests e.g. Here you are.

3. Using formulaic expressions to express thanks

e.g. Thank you. Language skills:

1. Open/maintain an interaction by eliciting a response 2. Use modelled sentences to communicate with other learners Materials:

SB P28, cassette ,WB P20, number cards 1-10, photocopiable P19, wallpictures Procedures Pre-task Preparation Review the A. Review numbers 1-10 numbers Contents Methods Purpose B.1. Point to Kitty and Mrs Li in the wallpicture and say: Ask the This questions about shopping is Kitty. This is Mrs Li. 从商店的进入，展Then 现食品、花朵等商ask: Where are Kitty and 品，通过阅读购物Mrs Li? 单，进行购物的对 2. Discuss with students 话。 Listen to questions about shopping the tape: 3. Play the cassette: Look Shopping list and say: The students listen 4. Using the Wallpicture, introduce the items on the shopping list. Explain the different categories in the picture. 5. Play the cassette: Shopping list. The students listen and repeat. While-task Read the 1. Students read the four shopping lists on photocopiable page 19 2. Students assemble a classroom supermarket, Procedure shopping lists Practise: visit the arranging supermarket and ask for items the correct goods for the category they have been given. Realia can be drawn and coloured or items brought Students visit the supermarket and ask for items on the shopping lists on Photocopiable page 19 Post-task 1. Each student draws a from home. activities Draw a large picture of a supermarket Do picture of a supermarket filled appropriate goods. Have the students write a caption and a list of goods. Choose several different ‘supermarkets’ to display on the wall. Invite students to walk along with the exercises the “street” and identify the various goods. 2. Workbook page 20 a. Read the list of goods then complete the exercise orally. b. The students write and match the goods with the appropriate shop. The students then complete the marking table. Assignment 教后感：创设一个商店情景，让学生能身临其境的运用对话句型。学生表达效果很好。

Unit 2 Shopping (Second Period)

Language focus:

4. Using formulaic expressions to greet people and respond to greetings

e.g. Good morning.

2. Using formulaic expressions to reply to requests e.g. Here you are.

3.Using plural forms of nouns to refer to more than one object e.g. Four apples, please.

4.Using formulaic expressions to express thanks e.g. Thank you. Language skills: Speaking:

1. Open an interaction by eliciting a response

2. Maintain an interaction by using formulaic expressions to ask questions and reply.

Writing: Develop short written note by reproducing words from print in the environment Materials:

SB P29, cassette , Word and Picture Cards WB P21, Photocopiable P19 Preparation:

Make a large shopping list containing a few items from different shops. Draw the

items， leaving sufficient space to ad the vocabulary later. Procedures Pre-task Preparation A.1.Review the shopping list Contents Methods Purpose Review the on shopping list page 28 2. Review numbers 1-10 B. 1.Use the flashcards and Learn the fruit new words Ask answer realia to introduce the vocabulary. & 2. Practise with the flashcards. 重点是强调a 和Ask What’s this? Is it an的运用，在购物对话中加入all Listen to a ...?to the tape. elicit: Yes, it is./ No, That’s it’s a ... right Goodbye 。 3. Play the cassette. The listen and Practise i students n pairs: repeat. Show me… 4.Practise the plural form, Here you using are. Act the realia to show plurals and plural endings. dialogue. 5. In pairs, students practise saying: biscuit. Show me two biscuits. Here you are. 6. Play the cassette for: Say and act. The students listen and repeat. 7.Select pairs to act the dialogue. White-task 1. The students read the shopping Show me a Procedure Read the lists in the Student’s shopping Book. lists. Act the 2. Students choose one of the shopping lists from Photocopiable page 19 and prepare a dialogue 3. Select pairs to act their dialogue 4. In groups, the students each prepare a new students own dialogue. shopping list with three or more items. Students then make conversations using the same patterns as in page 28. Post-task activities Do exercises. Workbook page 21 1. Practise ‘Read，look and write’, orally with the class. 2. The students then write the missing words. Assignmen t 教后感：学生对于元音字母开头的单词前加an的规律掌握较好，重点句型的学习也达到了预期目标。

Unit 2 Shopping (Third Period)

Language focus:

1.Using nouns to identify things. e.g. a biscuit

2. Using nouns to describe shapes e.g. a circle

3. Asking Wh-questions to find out about a specific thing

e.g. What shape is this? Language skills: Speaking:

Open an interaction by eliciting a response

Maintain an interaction by using a formulaic expression to accept Pronounce correctly words in isolsation with the vowel sound‘e’ in both open and colsed syllable forms Materials:

SB P30, cassette, WB P21

Preparation:

Collect scrap card and scissors. Procedures Pre-task Contents Methods A. Show the class items that illustrate the target shapes . Purpose Preparation Find items and identify shapes. Ask the students to find other items in the classroom and identify their Learn the shapes. new words. B.1. Using the Word and 通过实物的形状 Picture 引出新单词和句Cards, introduce the 型，直观而生动，学生也可运用身What shape names is this? of the shapes in English. 边事物操练。 It’s a… 2.Hold up different shapes to elicit: A circle. Etc. 3.Practise with the flashcards. Say What shape is this? to elicit: It’s a circle，etc White-task Procedure Pairwork: What shape is it? It’s a …. 1. In pairs, students draw, colour and cut out a selection of shapes. While making the shapes, the students ask each other What shape is this? to elicit: It’s circle，etc. 2. Collect student’s drawing. Practise questions and students. Post-task activities Workbook page 21 answers with the above Count the a. Read the names of shapes tabe and complete in the table for: Count and the table. write. Learn the sounds. b. The students count the shapes and complete the table. Learn the sounds 1. Play the cassette: Learn the sounds; [e],[desk]. 2. The students listen and point 3. The students listen and repeat the sounds. 4. Encourage the students to think of some other words with the sound of [i:], e.g. me, he. Names of students are acceptable. Read the process with the sound of [e], e.g. [i:], [b:], pencil, ten. Consolidation Do exercises. At this stage Grammar Practice Book 3A page 27 could be used to practise and consolidate the language used in this section further. Assignment 教后感：本课通过直观的形状图片教学，学生认知很好，并能通过不同图形的对比巩固新知。

Unit 2 Shoppings (Fourth Period)

Language focus:

Review and check the knowledge of the unit Materials:

SB P28-30 , cassette, WB， Practise and Assessment Series Preparation: Act out: shopping Procedures Pre-task Contents Methods Purpose Read and 4. Open the students’books 听听读读全面巩to P28-30,let students 固复习本单元的Preparation review read the letters and 内容。 sentences. 5. Listen to the tape and sing. 6. Introduce oneself. Consolidation exercises 3. Oxford English Practise 练习巩固 and AssessmentSeries(Module3:Unit2 E: Listen and write F: Read and write) 4. Student’s self-assessment: P60 Assignment

Unit 3 Parks and playgrounds

(First Period)

Language focus:

1. Using imperatives to draw attention to something

e.g. Look at the ...

2.Using nouns to identify a thing e.g. Look at the kite.

1. 3.Using adjectives to describe colours e.g. It’s green.

Language skills: Speaking:

Open/maintain an interaction by eliciting a response Listening

Identify key words in an utterance by recognizing stress

Materials:

SB P31, cassette, WB P22, coloured chalks Preparation:

Ask the students to provide coloured pens or pencils. Make copies of Photocopiable page 20 Procedures Pre-task Preparation Introduce the different colour Eg: red A. Display the Wallpicture. Ask the students if they 以学生都爱的公ever go to a park. Which 园引入，气氛轻松one? Who takes them? 活跃。 Which do they like best? Why? B.1.Introduce the basic Contents Methods Purpose orange blue colours using different black… Say coloured chalks on the blackboard, and objects around the classroom. 2.Display the Wallpicture and talk about the items and their colours. the 3.Invite students to point to an item, and say its 用彩虹的出现将colour. 4.Introduce kite, boat, ball, using the Word and Picture Cards. 5.Play the cassette, 颜色单词综合。 colour Introduce the words Listen and read Look and say new students listen and point to the items as they are mentioned. 6.Play the cassette again. Students repeat. 7.Using the Wallpicture, point to the items. Say Look at the sun to elicit: listen and It’s yellow, etc. While-task Play Have the students play a chain a game as follows: 1. S1: Look at the sky. 通过游戏来巩固颜色单词及回答Procedure game Look and say S2: It’s blue. Look at 句型。 the cloud. S3: It’s white. Look at the ... etc. 2. Ask individuals to come out point to the items and make statements about the colours in Wallpicture Post-task activities Do 1. Wallbook page 22 a. Review the colour and numbers in the key 用涂色的方法让学生在玩中学，乐exercises b. The students colour the 中运用所学知识。 picture according to the key. c. The students then write the missing words. d. The students read the sentences. 2. Students coloured pencils in Photocopiable page 20, then in pairs, studen practise the colour the following: S1: Look at the pencil. S2: It’s ... Consolidati--on Grammer Practice At this stage, Grammer Practice Book P30 could be used to pracrtise and consolidate the oral and written language in this section further. Assignment Describe things about colours. 教后感：学生对颜色的接触较多，因此关键是如何记忆单词的形，而彩虹

将颜色单词进行了综合巩固，学生很感兴趣。

Unit 3 Parks and playgrounds

(Second Period)

Language focus:

1.Using Wh- questions to find out various kinds of specific information about

a thing

e.g. What colour is it?

2.Using pronouns to refer to a particular thing e.g. It’s ...

3.Using adjectives to describe colours e.g. It’s red.

Language skills:

Speaking: Open an interaction by eliciting a response

Maintain an interaction by providing information to factual questions

Listening: Identify key words in an utterance by recognizing stress

Materials:

SB P32, cassette , WB P23, Card, Photocopiable pages 21, Wallpictures Preparation:

Say something about the picture. Procedures Pre-task Contents Methods A.1.Introduce： What colour Purpose Preparation Review: the colour Learn the is it？ Review the colours using items in the classroom 2.Look at the Wallpicture and talk about the playground. Ask students which apparatus they like/ do not like to play on? the new new words B.1.Introduce Listen and follow Review: What colour is it? It’s… vocabulary using the 用看看、停停、说Wallpicture and the Word 说的形式，使学生and Picture Cards. 2.Play the dialogue on the Cassette. The students listen and follow in their books. 3.Review the colours using the Wallpictures. Point to items, ask What colour is it? To elicit: It’s… 4 Practice the same 轻松学习。 dialogue with classroom objects Listening task The tasksheet for this Listening listening task is to be found on Photocopiable page 21. This task will give students additional practice in: 1. Locating specific information in response to instructions. 2. Identifying key words by recognizing the stress simple Pre-listening Explain The colour tasks previously the task. completed in this unit will serve to focus the student’s attention. Explain the task. While-listening Listening The students will hear process several instructions and should first identify each item, then colour it according instructions. Tapescript Content to the Point to the slide. What 通过指一指、说一colour is it? It’s red. 说、在对子活动中让学生牢固掌握Point ot the swing. What 句型：What colour is it? It’s blue. Point to the sky. What colour is it? It’s blue. Point to the tree. What colour is it? It’s green. Point to the balloon. What colour is it? It’s orange. Point to the cloud. What colour is it? It’s white. Point to the ball. What colour is it? colour is it? It’s… It’s yellow. Post-task activities exercises 1. Workbook page 23 a. Students colour the picture according to the key. b. Students complete the dialogues orally according to the colours they have used. c. Students write in the missing words. 2. 2. Each group may draw a playground with all the usual items(and any others they wish to add) then share it with the class, talking about the apparatus colours. Consolidation Grammar At this stage Grammar and its exercises Practice Book 3A page 31 could be used to practice and consolidate the language used in this section. Assignment Point and say. Unit 3 Parks and playgrounds

(Third Period)

Language focus:

1.Using imperatives to draw attention to something e.g. Look!

2.Using pronouns to refer to a particular thing e.g. It’s the kite.

3.Using Wh-questions to find out specific information about a thing e.g. What colour is it?

4.Using yes/no questions to obtain a simple response e.g. Is it green?

5. Using adjectives to describe colours e.g. Is it blue? Language skills:

Speaking:1.Open an interaction by eliciting a response

2.Maintain an interaction by providing information in response to factual questions

3.Pronounce correctly words in isolation with the vowel sound

‘i’in both open and closed syllable forms

Listening: 1.Indentify key words in an utterance by recognizing the stress. 2.Discriminate between words with vowel sound “I”in both open and closed syllable forms. Materials:

SB P33, cassette, Word and Picture Cards 3A, Photocopiable P22 Preparation:

Ensure all the realia items are available.

Procedures Pre-task Preparation Contents What colour is it? Is it…? No, it Methods A． Review the nouns and the colour Purpose adjectives as they are in the cards. 注意颜色回答Hold up cards which you have 时：It’s prepared earlier. Say Look! It’s ..(pause) to elicit the name of the object from individuals. Say What colour is it? Is it ..? to elicit the correct colour. Make a deliberate mistake from time to time to elicit: No, it isn’t. B. Play the cassette. The students listen and repeat. +colour. isn’t. Listen and repeat While-task Procedure Colour the cards A game What 1. Distribute enlarged photocopies of the cards to each 制作颜色卡group. The students colour the cards 片，并用自己to their own taste, one colour for 的卡片进行游each item. 2. Have the students lay the 戏，学生学习的积极性更cards out, face down. S1 picks up a 高。 card, hiding the picture from the 教后感：学生对句型What colour is it?的回答It’s+colour.需巩固，个别同学会很自然的加a的音。

Unit 3 Parks and playgrounds

(Fourth Period)

Language focus:

Using formulaic expressions to attract people’s attention e.g. Excuse me, ..

Using yes/no questions to obtain simple response

e.g. Is that the office? Language skills:

Speaking: Open an interaction by attracting someone’s attention

Maintain an interaction by providing information in response to factual questions

Materials:

SB P34, cassette, Photocopiable P23 Preparation:

Prepare a simple sketch plan of the location of the rooms and facilities in your school

Make copies of Photocopiable page 23

Procedures Contents Methods Purpose Pre-task Review the Review the names of the rooms 强调一般疑问句and facilities in your 的问答。 school，using you sketch Preparation places Is this/that plan. Ask Is this/that the…? Yes./No. the ..? to elicit: Yes, it is. / No. It’s the .. While-task Procedure Excuse me. 1. Play : Excuse me, I’重点主要区分 Listen and repeat Practise the dialogue Act out m new excuse me.和here . The student I’m sorry.的含listen. 2. Pay again. Students repeat. 3. In pairs, the students practise: Point, ask and answer, using the sketch plan of the school. 4. Invite individuals to come out to act the dialogue. listen and the cassette 义。 Post-task activities Practise again 1. In groups, students use 在小组中进行对the school sketch 话的填空和表演，plan 从中操练句型。 practise the dialogue and act the dialogue to the class. Distribute Photocopiable page 23. Students fill in the missing words and act the story in groups. Consolidation Grammar Oxford English Practice and Series 3A exercises Assessment Part1,Module3,Unit3 presents further grammar and vocabulary exercises as well as listening and reading skills development tasks. Assignment

Unit 3 Parks and playgrounds

(Fifth Period)

Language focus:

Check Review and check the knowledge of the unit Materials:

SB P31--34 , cassette, WB, Practise and Assessment Series Preparation:

Talk about the colour Procedures Pre-task Contents Read and 7. Open the and students’books P31-34,let Methods the to Purpose Preparation review word sentences students read the letters and sentences. 8. Listen to the tape and sing. 9. Introduce oneself. Consolidation exercises 5. Oxford English Practise and AssessmentSeries(Module3:Unit3 E: Listen and tick F: Read and write) 6. Student’s self-assessment: P60 Assignment Read the book and make dialogue with friends.

Module 4 The natural world

Teaching Aims:

1. Learn the daily expressions. e.g..I am sorry. I don’t know.

2. Learn new words new phrases and sentence structure. e.g. pig, bird, hen, fly, plant, chicken, egg etc It has…

3. Learn grammar: demonstratives, wh-questions, verb “to have” Key Points and Difficult Points:

9. How to use the sentence structure to make up new sentences. 10. Use the words to say something. Teaching Materials:

SB P35-44, cassette, wallcharts

Workbook, Grammar Practice Book, Practice and assessment Series Book, some pictures and word cards Teaching Periods:

Unit1 Animals 4 Periods

Unit2 Insects and plants 4 Periods Unit3 The park 4Periods

Unit 1 Animals (First Period)

Language focus:

Using an imperative to draw attention to something e.g. Look at the animals.

Using Wh-questions to find out specific information about something e.g. What are they?

Using formulaic expressions to express lack of comprehension e.g. I’m sorry. I don’t know.

Using pronouns to refer to particular animals e.g. They’re pigs.

Using nouns to identify animals e.g. dogs, cats etc Language skills:

Speaking: Repeat questions and answers if they are not understood

Listening: Identify key words by recognizing the stress.

Locate specific information in response to simple questions

Materials:

SB P35, cassette, WB P24, Photocopiable P24, Word and Picture Cards3A Preparation:

Make copies of photocopiable page 24 Procedures Pre-task Preparation Introduce A． Show pictures of animals the words new and ask students what they are. Introduce new 先听、再看、后学，从听入手，激发学Contents Methods Purpose vocabulary. Listen and B.1.Play the cassette. The 生兴趣，通过看repeat What are they? I’m sorry. I don’t students repeat. listen and 图，理解单词意义，进而学习，效2. Review the names of the 果会较好。 animals using the flashcards. Say Look at the animals. (Point to a picture.) What are they? To elicit: I’m sorry. I know. don’t know, or They are .. 3. Repeat the dialogue until the students with are the confident vocabulary. While-task Pratise photocopi1. Distribute copies of photocopiable page 24. In groups, the students Procedure able P24 Cut the colour and name the animals, and cut the pictures out to make a set 通过剪下的动物of cards. The students 做头饰，创设有趣pool their card. They 的动物天地，让孩place the cards face down, 子们在此中巩固in a pile. They take turns 单词和句型：What to take a card and say Look are they? at the animals. What are They’re…. they? To the student on their left. It the student & answers correctly, he keeps the card. If not, the questioner keeps the pictures out to make a set of cards Ask answer card. Continue until all the cards are used up. The winner is the student who has the most cards at the end. 2. Each group makes an animal frieze or a class Big Book. They should use pictures cut from magazines. Display the completed frieze/book in the classroom Post-task Workbook activities Workbook P24 A. Complete the exercise orally B. The students complete the students C. The students read the sentences. Consolidati--on Grammer At this stage, Grammer Practice Practice Book P32 could be Book used to pracrtise and consolidate the oral and written language in this section further. Assignment Copy the new words and sentences. 教后感：学生对动物兴趣十足，在模仿中进行复数的教学。

Unit 1 Animals (Second Period)

Language focus:

1. Using imperatives to give instructions e.g. Open the door.

2. Using nouns to identify things e.g. Chicks with the hen. 3.Using numerals to show quantities e.g. A farmer and ten chicks. Language skills:

Speaking:

Use modelled phrases to communicate with others Listening:

Recognize alliterative and rhyming words in a rhyme

Materials:

SB P36, cassette, WB P25, Photocopiable P25, word and picture cards Preparation: Say the animals Procedures Pre-task Contents Methods the animal Purpose Review the A． Review Preparation words Listen and repeat vocabulary using Word and Picture Cards。 B.1.Display the enlarged and 用图片出示，教授coloured copy of Photocopiable page 25 单farmer,farm, gate, ,put 词 2.Play the cassette. The shoe, students listen. count 3.Play the cassette. The on ,with.并理解students listen, follow 句意。 in their books and repeat. 4.The students read the rhyme in chorus. 5.Select keen individuals to read a verse each. While-task Procedure read the 1. Help the students recite rhyme Act out the hyme. 2. In groups, 在朗读中加入各种节奏伴奏，学生students 学的更有劲，记得select a ‘farmer’. The 更牢。 farmer mimes the rhyme as the rest of the rhyme the group reads/recites the rhyme aloud. 3. Invite each group to act out the rhyme for the rest of the class. Post-task activities Write 1. Students colour the six pictures on photocopiable page 25 the rhyme 2. Write rhyme on the on the blackboard. Rub out one blackboard Read it Do actions Do or two words (possibly substitute pictures). Get with 在会读会说的基the 础上，加些动作，students to read the 儿歌会更有趣。 rhyme, including the missing words. Continue rubbing out words, until the students can say the words and do the actions. the 3. Workbook page 25 exercises a. The students read and write the nouns in the first exercise. b. The students look at the second exercise. Read the nouns. Go over the exercise orally. Say Look at number one. etc. What are they? to elicit: They are .. Say How many? To elicit the correct number. c. The students count the Animals and write in the spaces provided Consolidation Assignment Recite the rhyme.

Unit 1 Animals

(Third Period)

Language focus:

Using imperatives to give instructions

exercises Grammar Practice Book P25 e.g. Fing the ..

Asking How many-questions to find out quanity e.g. How many ...?

Using numerals to show quantities e.g. Four pigs. Language skills:

Speaking: Pronounce correctly word in isolation with vowel sound ‘o’ in both

open and closed syllables

Listening: Discriminate between words with vowel sound ‘o’ in both open and

closed syllables

Materials:

SB P37 , cassette, WB P26, word and picture cards, Photocopiable P26 Preparation:

Say and act: “A farmer and ten chicks” Procedures Pre-task Contents Methods A.1.Discuss pets and farm animals and the proper care for them; proper, regular feeding, 复习动物单词，并Purpose Preparation Review the names of animals regular exercise. Get 学习数数。理解the students to talk How many+nouns?about any pets they 的问法。 have. Review the names of animals using the Word and Picture Cards. 2. Review numbers 1-10 B.1.Read animals. the list of How many? 2.The students count the animals and write the number in the chart. 3. Ask How many..? to elicit the number.. Listening task: Listen The tasksheet for this listening task is to be found on Photocopiable page 26 While-listening: Listening The students will hear process several dialogues about the animals in the picture. They must first identify the animals, then count them, then colour them according to the information in the dialogue. Post-task & In groups, the students make 在小组中，将新句activities: Ask answer: a picture by drawing or 型问多少和旧知cutting out animal 结合，增多学生的How many? What colour ? Is it…? Do Workbook pictures form magazines. 句型。 They stick the pictures randomly on a card, then ask another group: Find the .. How many ...? What colour? Is it ...? Workbook page 26 a.Read the words at the top of the first exercise. The students find the animals and colour them. b.Students circle the corresponding words in the same colour. c.Complete the second exercise orally. d.The students find, count and write Consolidation Assignment exercises Grammar Practice Book P23 Look the at pictures and say. 教后感：根据观察图片，学习howmany 和what colour的句型，效果较好。

Unit 1 Aimals (Fourth Period)

Language focus:

Review and check the knowledge of this unit.. Materials:

SB 35--37, cassette, WB, Practise and Assessment Preparation:

Listen to the tape:A farmer and chicks(twice) Procedures Pre-task Contents Review: Methods 3. Open the students read the words and sentences. Purpose Preparation Words and sentences 4. Listen to the tape and follow it. 3. Read in pairs. While-task procedure Pratise in pairs: 用对话形式巩固1. What are they? They 新句型，既练口又are… 2. How many….? 练闹。 Consolidation exercises Oxford English Practice and Assessment Unit1 Series A: (Module4 Look,choose and write C: Match and write E: Listen and write) Student’s self assessment P61 Assignment

Unit 2 Insects and plants

(First Period)

Language focus:

Using Wh-questions to find out specific information about a thing

e.g. What’s that？

Using pronouns to refer to a particular thing e.g. What’s that？

Using pronouns to refer to a particular animal e.g. It’s a…

Using nouns to identify insects e.g. It’s a ladybird. Language skills:

Speaking: Open an interaction by eliciting a response

Maintain an interaction by providing information in response to factual questions

Listening: Identify key words in an utterance by recognizing the stress Materials:

SB P38, cassette and player, Word and Picture Cards 3A

Preparation: A few pieces of card and some paints to demonstrate the Dab and blot

activity.

Procedures Pre-task Preparation Introduce: the new words A. Ask the students if they have Contents Methods Purpose been to a park. Which one do they like best? Why? B. 1.Use the Word and Picture 通过公园内出现Listen and repeat. Explain: What’s this? What’s that? Read the dialogue. Act out Cards and the Wallpicture 的昆虫引入，内容to present the new nouns. 贴近生活，学生接2.Play the cassette. The 受较快。还能用所students repeat. listen and 学句型问答。 3.Contrast this (near) and that (far) referring to items in the classroom. 注意this和thatSay : What’s that? 的区别。 (pointing to an object) 4.Display picture cards: bee, fly. Hold the ladybird picture card in your hand. Ask What’s this? (Holding the card) to elicit: It’s a/an .. Ask What’s that? ( pointing to a car) to elicit: It’s a/an ... 5. Read the dialogue. 6. Invite pairs to act out the dialogue While-task IntroduceDab and blot activity First, demonstrate the activity in front of the Procedure : The method class (or group). Ask the of “Dab students to suggest which and blot” insect they think your picture groups, represents. students In 在距离的区别上dab 练习What’s this?和different –coloured blobs Practise: of paint on several piece of What’s this? What’s that? card using a sponge. White the paint is still wet they fold the cards in two so that the wet blobs of paint spread and form symmetrical, What’sthat? insect-like shapes. Hold up select ed cards as you go around the class . Ask: What’s this? The students use their imagination. They may see butterfly, a bee, a fly etc. The students can then decorate the blots with eyes, feelers, eegs to make them look more like insects. Collect the finished insects and write captions for them . Display the cards in the classroom Post-task Practise activities again Invite individual students to place a flashcard (far) or hold a flashcard (near), then to ask the class What’s this? (near) What/s that? (far) The class responds. Consolidation Do At this stage Grammar exercises Practice Book 3A page 35 could be used to practise and consolidate the language used in this section, further. Assignment Read the text

Unit 2 Insects and plants

(Second Period)

Language focus:

Using verbs to describe conditions e.g. It has six legs.

Using nouns to identify things e.g. .. wings etc.

Using How many-questions to find out the quantity of something e.g. How many? Language skills:

Speaking: Open an interaction by eliciting a response

Maintain an interaction by providing information in response to factual questions

Listening: Identify key words in an utterance by recognizing the stress Reading: Locate specific information in a short text in response to questions Materials:

SB P39, cassette; Word and picture cards;

Procedures Pre-task 1. Listen to a song 从孩子的兴趣入Contents Methods Purpose Preparation Introduce 2. Ask & answer: What do you 手，在生活中寻找the insects like? I like… 3. Guessing game: 到学习的内容。 While-task Practise: 1. Display the picture of the 通过画画、涂涂、park.and let the students 说说，让学生把自talk about the colours. 己画的昆虫进行Procedure Colour the fly Draw the insect and add the description Display the work Post-task activities Do exercises 2. Colour the the fly for the 分解，从而更仔细dimonstration.teach the 的了解昆虫的特parts of the fly. 征，并能用英语说3. Let the students draw the 明。 insects and colour them ,then describe them in groups. 4. Display the work and say about them. Workbook page 27 a. Review the insect vocabulary. Students then complete the matching exercise. b. Students then complete: Draw and write c. Review the insect vocabulary. Students then write the correct letters under pictures. Assignment 教后感：利用苍蝇的部位分析媒体图片，从而推到其他昆虫，利用创编儿歌，记忆，效果很好。

Unit 2 Insects and plants

(Third Period)

Language focus:

Using Wh-questions to find out specific information about a thing e.g. What's this?

Using pronouns to refer to a particular thing e.g. What's this/they? It's/ they're ..

Using nouns to identify things

Recite the “Look and read” the insect e.g. ..roots etc.

Using verbs to describe conditions e.g. It has leaves. Language skills:

Speaking: Open an interaction by eliciting a response

Maintain an interaction by providing information in response to factual questions

Pronounce correctly word in isolation with the vowel sound u in both open and closed syllable forms

Listening: Identify key words in an utterance by recognizing the stress

Discriminate between words with the vowel sound u in both open and closed syllable forms

Reading: Locate specific information in a short text in response to questions Materials:

SBP40, cassette, wallpictures; Photocopiable P28-29; WB P28 Preparation:

Listen to the tape:I’m Dotty. (twice) Procedures Pre-task Contents Methods A. Talk about flowers with students: What flowers do we see in different seasons? What colours are Purpose preparation Discuss the flowers (season, the flowers? What flowers do you like best? etc. the 运用教室内的植colour…) B.1.Introduce Introduce: The new new 物进行解说，更直vocabulary using the 观、更令人瞩目。 wallpicture. 2.Play the cassette, students listen 3.Play the cassette again. The students listen and repeat. 4.Point to the different parts of the plant. Say: It's a flower. They're leaves. They're roots. Students repeat. 5.Distribute copies of Photocopiable page 28. Have students complete the tasksheet. words: a plant, a flower, a leaf (leaves) While-task Introduce : 1. Put up the wallpicture and 进行对子问答，既say: This is Alice. That 是巩固新知，有对is Ben. Then introduce 句型What’s Preparation The dialogue Listen to Alice and Ben's this/that? What dialogues: What's this? are they?的操It's a leaf. What are 练。 they? They're roots. the tape 2. Play the cassette: Ask and and practise Act out answer. The students listen and repeat 3. Work in pairs, the students role-play Alice and Ben, and practise the dialogue. 4. Invite pairs to act out the dialogues. Learn sounds the Listen the sounds Repeat the sounds 1. Play the cassette: Learn the sounds: [ju:], ['pju:pl],[ ], [d k] 2. The students listen and point 3. The students listen and repeat the sounds. 4. Encourage the students to think of some other words with the sound of [ju:], e.g. student 5. Repeat the process with the sound of [ ], e.g. umbrella Consolidation Do Practice and Assessment exercises Series 3A Part 1, Module4, Unit2 Assignment Read and recite the text. 教后感：利用班级内的现有植物进行教学，学生看的仔细，学得有劲。

Unit 2 Insects and plants

(Fourth Period)

Language focus:

Review and check the knowledge of this unit.

Materials:

SB P38-40; cassette and a cassette player; WB; Practise and Assessment Preparation: Listen to the tape. Procedures Pre-task Contents Review: Methods Purpose 1. Open the book, read the 复习导入新课，温words and sentences. 故而知新。 Preparation Words and sentences 2. Listen to the tape and follow it. 3. Have a dictation. While-task Procedure Practise the drills 1. Practise in pairs: What’s this? / What’s that? 2. Practise the drills: Look at the… It has… 3. Act out Consolidation Do exercises 1. English Practice and Assessment Series (Module4 Unit2 A: Look, choose and write D: Choose and write E: Listen and draw 2. Student’s assessment P61 Assignment Write about an insect or plant that you like.

Unit 3 The park (First Period)

Language focus:

1.Using imperatives to give instructions. eg: Count the …

2.Using How many –questions to find out quantity.

self e.g: How many Cokes?

3.Using nouns to indentify things. e.g: Six Cokes.

4.Using numerals to show quantities. e.g: Six Cokes. Language skills: Speaking :

1.Pronounce correctly words in connected speech by linking words together and using appropriate stress. 2.Open an interaction by eliciting a response.

3. Maintain an interaction by providing information in response to factual questions.

Writing: Gather and share information by listening. Reading: Locate specific information in a short text. Materials:

SB P41, cassette, WB P30, photocopiable P30-31 Preparation:picnic list Procedures Pre-task Contents Methods A.1.Have a discussion about picincs. 2.Review numbers:1-10 从数字的复习着Purpose Preparation Review: 1-10 B.1.Play the cassette. The 手，强调名词的单 students follow in their 复数。 books. 2.Play the cassette again. Listen and The repeat. students listen to the 通过列出野餐所conversation repeat. and 需物品的单子，教授新接触的单词，Read the 3.Write the picnic list on 同时即时补充个picnic list Ask the board.Read the picnic list in English. & students to look at the picnic and count the items. 4.In groups, the students practise: Ask and answer: P1: How many…? P2: Count the … P3: (number)… Ask the 别拓展内容。 answer the drills While-task Procedure Choose a list make to A. Photocopiable P30. Students colour the pictures of 对话操练询问物food 品数量。强调How and write the relevant many…s?和Count names. the …s.注意标a B.1. Photocopiable P31. In 点符号，。 groups the students choose picnic list. Then they compare their picnics by asking and answering questions quantity. 2.The students exchange lists and read them. about dialogue Read the list Post-task activity: exercises Workbook page 30 a. Go over the exercisr orally. Review the vocabulary. b.The students count the items and write the correct answers. c.The students find the words shown at the top of the page in the word search, and circle them. Consolidation Assignment Discuss with parents grammar Grammar Practice Book 3A P37 教后感：在列自己的购物单的基础上，进行认知和句型操练，学生学得较扎实。

Unit 3 The park (Second Period)

Language focus:

Consolidated revision of language items from SB 3A as follows:

1.Using formulaic expressions to greet people and rdspond to greetings. 2.Asking Yes/No questions to obtain simple responses. 3.Using formulaic expressions to express thanks. 4.Using verbs to describe actions. 5.Using adjectives to describe conditions. 6.Using adjectives to describe things. 7.Using connectives to link similar ideas. 8.Using nouns to identity things. Language skills:

Speaking: Open an interaction by eliciting a response.

Maintain an interaction by providing information in response to factual

questions.

Materials:

SB P42, cassette, WB P29, word and picture cards. Preparation:

Any things for the picnic.

Procedures Pre-task PreparatiTalk about A. Talk picnics about picnics Contents Methods Purpose students on Review: have been on. What do they 创设公园野餐情go with? Where do they go? 景，操练旧句型。 Do they like picnics? Why/ Why not? Ask what food and toys they would take on a picnic. They can refer to hungry, P41 thirsty. Are of the Student’s Book. you B.1. Use the word and picture cards to review: hungry, thirsty. Ask: Are you hungry/thirsty? Yes, I’m… hungry/thirsty? to elict: Yes, I’m… 2. Introduce new vocabulary 注意两个形容词item:pink 一起用的方法。and 3. Play the cassette: Look Hungry thirsty/ Introduce and the use of two predicatiread. Students listen. red and yellow, 4. Play the cassette again. tall and pink. The 用合并句子的方ve adjectives plus. students repeat. listen and 法练习。 5. Introduce the use of two predicative adjectives plus. e.g: black and white: The dog is… hungry I’m… Look at the bags. What colour are they? They’re balck and green. and thirsty: Further activities Practise the conversatio--n 1.a. In groups of four, the students practise conversation. b.Select role-play aloud to the class. c.Ask questions comprehension groups the 根据图片进行对to 话，练习口头表达能力。 exercises while students are still in role: Peter, are you hungry? Alice, ………thirsty? What colour are the flowers? What colour is the ladybird? What colour are the birds? 2. WB P29 a.Review colours. b.Go over the exercise orally. c.The students find the items in the picture and colour them accordingly. Consolidation Assignment Grammar exercises Grammar Practice Book P38-40 Read the text and make dialogue with friends.

Unit 3 The park (Third Period)

Language focus:

Using imperatives to draw attention to something

e.g: Look at the flowers. Look, what’s that?

Using nouns to identify plants and animals.

e.g: …head

Asking either Wh-questions or How many-questions to find out

specific information about a thing. e.g: What are they? How many legs?

Using verbs to describe conditions

e.g: It has a head.

Language skills:

Speaking: Use the modelled dialogue to communicate with other learners Describe a plant or an animal

Listening: Locate specific information in response to questions Materials:

SB P42, cassette; computer

Preparation:

Introduce your friends Procedures Pre-task Preparation A song Review: Wh-question How many 1. Sing an English song Contents Methods Purpose 2. Look at the multimedia: What’s this? / What’s that? It’s… Is this…? / Is that…? Yes, it is. / No, it isn’t. 3. Look at the multimedia: What are they? 4. Game: guess: How many…. can you see ? While-task Describe the insect 1. Look at the multimedia: Describe an insect. Procedure the plant Look and complete (butterfly) 2. Look at the multimedia: Describe ( tree) 3. Look at the picture and the plant. Play the Dialogue Make a dialogue complete the blanks by oral. 4. Play the dialogue on the casstte while students follow in their books. 5. Make a short dialogue according to the picture. Post-task Read and Read and judge “T”/ “F” activities judge 1. Read the short story in pairs. 2. Judge the sentences “T” / “F” Assignment 教后感：在公园里的对话，综合复习Look at the _____.What colour is/are…?等句型，通过表演，学生来记忆。

Unit 3 The park (Fourth Period)

Read the dialogue and act Language focus:

1. Review and check the knowledge of the unit Materials:

SB P41-44, cassette, WB page 2 Practise and Assessment Series Preparation:

Say sth. about the picnic Procedures Pre-task Contents Methods Purpose Read and 10. Open the students’books to P41-44,let students read the letters and sentences. 11. Listen to the tape and sing. 12. Describe the insects and plant Preparation review Consolidation exercises 7. Oxford English Practise 加入一些地点in and AssessmentSeries(Module4:Unit3 the garden,in the street, in D:Look,choose my school, at and write F: Read and home. write) 8. Student’s self-assessment:P61