Unit 7 Animals
Lesson 1
Teaching aims:
V ocabulary: rabbit bird numbers one through ten dog cat fish Structures (New)
Receptive: What is it?
Productive: It’s a dog.
Structures (Review)
Receptive: How many…?
Teaching preparatio n：
Prepare the posters and flashcards for this lesson.
Teaching steps：
●Step1：review the numbers one through ten.
Call out numbers from one trough ten randomly. Have
children listen and hold up the correct number of fingers.
●Step2：Preview
Review the words dog, cat and fish with the flashcards.
Hold up the flashcard for rabbit. Present the word rabbit.
Model the word at least twice, and then have the children
repeat after you in a choral drill. Point to the picture
and elicit the word from individual children.
Repeat the step above to present the new vocabulary: bird.
Review the five words by repeating the step above.
●Step3：Presentation of new language
Have children open their books and look at the picture.
Using Chinese, discuss the picture. Ask children where the
characters are, what they are doing, how they feel, what
Ann has bought, and so on.
Ask, “What colors can you see ?” Hold up your copy of
the book and point to different animals, eliciting the
colors.
Now point to the dogs and ask, “How many dogs are there?”
Elicit, “Three.”
Repeat the step above for bird, cat, rabbit, and fish.
●Step4：Talk about the story
Have the children look at the pictures as you play the tape.
Play the tape again and have the children repeat the words.
●Step 5：Touch and say
Have children open their books and direct their attention
to the pictures and words along the foot of the page.
Play the tape, and have them point to each picture as they
hear the matching word.
Replay the tape while displaying your copy of the page.
Without the tape, read the words together.
板书设计：
Lesson 1
What is it?
It’s a dog.
How many…?
课后小结：由于是新授课，学生对单词的掌握情况不太熟练，下节课要多练习。Lesson 2
Teaching aim s：
●Structures(Review)
What is it? It’s a dog.
V ocabulary: dog cat rabbit fish bird
Teaching preparatio n：
The flashcards for this Unit.
Teaching step s：
●Step 1：Preview
Review the flashcards for this Unit.
Collect together pictures of fish, dogs, cats, rabbits,
and birds.
Cover one of the pictures with a piece of card so that when
you hold it up, the children cannot see what it is.
Have the children guess what animal it is. Elicit “It’s
a fish.”
Repeat the steps for dog, cat, rabbit, and bird.
●Step 2：Trace and match
Have the children look at the pictures to be traced at page
4.
Have the children trace the animals and say the sentences
for each one.
Now have children read the sentences on the page. Direct
them to join the words to the matching pictures with a
pencil.
●Step 3：Sing the song
Read the words and have children listen and follow the
words silently.
Play the tape without stopping. Have children listen and
point to each number and animal as it mentioned.
Play the song again and have children join in with the words.
As they chant they should point to the illustrations.
Divide the class into five groups. Assign each group two
consecutive numbers. Each group sings a verse and the class
mimes or does an imitation of the animals mentioned.
●Step 4：Set homework
Ask the children to remember the words.
课后小结：学生对数字掌握的比较熟练，但个别学生对句子掌握的不是太好，
下课后需多加辅导。
Lesson 3
Teaching aims:
Review: What is it? It’s a dog.
Teaching preparation:
Flashcards for cat, dog, rabbit, fish, and bird.
Pencils or crayons.
Teaching step s：
●Step 1：Listen and practice
Have the children open their books at page 6.draw their
attention to the photograph of the mouse. Point to the
picture on the page and say, “This is mouse.”
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph
as they listen.
Play the tape one more time and have children listen and
repeat the word, mouse.
Repeat the procedure above for the words monkey, net and
nest.
●Step2：Say the rhyme
Tell the children that they are going to learn a thyme about
animals.
Play the tape, the teacher acts out the thyme while
listening to it. Try to make children understand the
meaning of the thyme.
Play the tape for third time, have the children listen to
the tape and encourage them to say one or two words with
the tape.
Play the tape again and again and have the children act
or clap their hands with the rhyme, have them shout out
words or phrases.
Have the children act out with the teacher while trying
to say the rhyme.
●Step 3：Match and draw
Hold up your copy of the book, point to each drawing and
elicit the name of the animal.
Draw children’s attention to the seven pictures of pet
animal habitats. Explain that they are going to decide
which animal lives where.
Now have the children copy the line drawing of each animal
into the correct place.
●Step 4：Homework
Ask each child to make a mask of their favorite animal. 课后小结：这节课作练习效果比较好，学生掌握单词的熟练程度好多了。
Lesson 4
Teaching aims:
●Structures(Review)
What is it? It’s a dog.
●Vocabulary: dog cat rabbit fish bird mouse
monkey
Teaching step:
●Step 1: Warm-up
Review he rhyme from the previous lesson. Have children
say the rhyme in a class chorus. Then say it in teams or
chose individual student to say the rhyme.
Encourage students singing animal songs or saying animal
rhyme while imitating the animal.
●Step 2 Review with poster
Using Chinese, ask them to describe the picture. Ask where
the characters are, what they are doing and how the
children think the characters feel.
Say, “Point to a dog.” and have the children point to
a dog. Repeat this for bird, cat, fish, and rabbit.
Practice asking yes/no questions. Point to the rabbit and
ask, “Is it a dog?” Elicit, “No” or “No, it is a
rabbit.”
●Step 3: Match and color
Say, “Open your books.” Have the children look at the
picture.
Say “Find a dog.” Have children point to a dog in the
picture.
Repeat the step above for fish, cat, rabbit, bird, mouse
and monkey.
Draw children’s attention to the text at the top of the
page. Have them read each sentence silently.
Explain that they are going to match each sentence with
one of the animals.
Set enough time for children to do the matching activity.
Then have them color each animal according to the
sentences.
●Step 4: Find and color
Have the children open their books and look at the picture.
Explain that in the picture there are some animals. Give
children a few minutes to look for the animals.
When all the children have found the animals, they can
color them and share their pictures with class.
●Step 5: Set homework
Review the words
课后小结：在做练习之前先对单词进行复习，学生熟练掌握之后，再做单词连线，学生掌握的比较好。
Unit 8 Shapes
Lesson 1
Teaching aims:
●Structures(New)
Receptive: What shape is it?
Productive: It’s a square.
●Structures(Review)
Receptive: What is it?
Productive: It’s a dog.
●Vocabulary(New):square circle triangle star heart
rectangle
●Vocabulary(Review): dog cat rabbit fish bird mouse
monkey net nest
Teaching preparation:
Prepare student cards, poster for this Unit, scissors, crayons, and pencils.
Teaching Steps:
●Step 1: Review
Review the words. Ask, “What is it ?” and have children
respond, “It’s a dog.”
Repeat for all the words of animals.
●Step 2: Preview
Use the flashcards to present the new vocabulary.
Hold up the flashcard for square and have children look
at it. Point to the square and say, “It’s a square.”
Present the word, square. Model the word at least twice.
Now have children repeat after you in a choral drill. Then
point to the shape and elicit the word from individual
children.
Repeat the step above and present the new vocabulary:
circle, triangle, rectangle, star, and heart.
Review the six new words by holding up different shapes
and eliciting the word from the children in a choral drill,
and then from individuals.
●Step 3: Model the dialog
Pin up the Poster for this Unit where all the children can
see it. Allow a few minutes for the children to look at
it.
Using the cookies on the poster to present the other new
structures: It’s a square, It’s a circle, It’s a
triangle.
●Step 4: Talk about the story
Have the children open their books at pages 10. Have the
class look at the picture as you play the tape.
Play the tape again and have the children repeat the words.
●Step 5: Story
Play the tape and have the children look at the pictures
as they listen.
Play the tape again, pausing at each picture. Have the
children repeat the words each time.
●Step 5: Set homework
Ask the children to remember the words and practice the
sentences.
课后小结：本课的单词为形状类，而且发音较难，可以指出新单词中发音与原来所学单词相同，学生接受的会更快一些，例如：circle中的/ir/与bird中的/ir/发音相同。
Lesson 2
Teaching aims:
●Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
●Vocabulary: square circle triangle star heart rectangle Teaching preparation:
Flashcards for this Unit.
The puppet of Uncle Booky.
Pencils and crayons for coloring.
Teaching steps:
●Step 1: Review
Have the children take out the set of shapes that they made
in the previous lesson. Say, “Star” and have children
stand up and hold up their star shape.
Repeat the step above for square, circle, triangle,
rectangle, and heart.
Let children call out shape names and have the class listen
and trace the shape in the air.
●Step 2: Preview
Place your set of flashcards in a box, a hat, or inside
a book so that the children cannot see.
Very slowly remove one of the shapes from the box. Children
watch and try to guess what the shape is. Have them call
out, “It’s a square.”
Continue until you have revealed all the shapes.
●Step 3: Look and draw
Student Activity Book page 12
Have the children look at the shapes to be traced.
Give the children a few minutes to look the picture
carefully, and find the shapes.
Do the first line with the children and give children
enough time to finish all the blanks.
Check the answers by having children hold up their books
and show their pictures to the rest of the class.
●Step 4: Sing the song
Explain to the children that they are going to learn a sng
about shapes.
Say the names of the shapes and have children point to each
one.
Read the words and have children listen and follow th e
words silently.
Now play the tape without stopping. Have children listen
and point to each shape as it is mentioned.
Play the song angina. Have children join in with the words.
As they sing, they should point to the shapes.
●Set homework
Sing the new song to their families.
课后小结：兴趣是最好的老师，在游戏中教学往往得到很好的效果，本节课的歌曲引导学生在韵律和节奏中记忆掌握单词，学生掌握情况好多了。
Lesson 3
Teaching aims:
●Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
●Vocabulary: square circle triangle star heart rectangle Teaching preparation:
Flashcards for this Unit.
Children’s sets of shapes.
Pencils and crayons for coloring.
Teaching steps:
●Step 1: Review
Review the flashcards for shapes that the children have
already known.
●Step 2: Listen and practice
Direct children to open their books and draw their
attention to the photograph of he orange. Point to the
picture and say, “This is an orange.”
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph
as they listen.
Play the tape on more time and have children listen and
repeat he word, orange.
Repeat the procedure above for other words, octopus, and
pen.
Review the word pencil with the flashcard.
●Step 3: Say the rhyme
Tell the children that they are going to learn a rhyme.
Play the tape , the teacher acts out the rhyme while
listening to it. Try to make children understand the
meaning of the rhyme.
Play the tape again, and encourage the children to clap
their hands or act out while listening.
Encourage children to say one or two words with the tape.
Have the children act out with the teacher while trying
to say the rhyme.
●Step 4: Trace and match
Have children look at the shapes to be traced at page 15.
Direct the children to trace each shape carefully and
produce the word for each one.
Now have them read the vocabulary words on the page.
Explain that they are going to match each word with one
of the shapes.
Have children join the words to the shapes with a pencil.
●Step 5: Set homework
Ask the children to say the rhyme to their families.
课后小结：歌谣提高了学生的兴趣，大部分学生听说练习都达到了熟练的程度，
个别学生需要辅导。
Lesson 4
Teaching aims:
●Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
●Vocabulary: square circle triangle star heart
rectangle orange octopus ostrich pig peacock
Teaching preparation:
poster for this Unit
Pencils and crayons for coloring
Teaching steps:
●Step 1: Warm-up
Review the rhyme from the previous lesson. Have children
say the rhyme in a class chorus, then in teams or chose
individual student to say it.
Review the words belong to shapes.
●Step 2: Review with poster
Give the children an opportunity to produce anything they
can about the illustration.
Point to different objects and ask, “What color?”Elicit,
red, brown, green and so on.
Point to different objects and ask, “How many?”Elicit,
one, two, and so on.
Say, “Show me a circle.”Have children point to a circle.
Repeat the step above for square, triangle, star, and
heart.
●Step 3: Read and color
Direct their attention to the instructions in the top
left-hand corner of the page 16.
Read the instructions together and check that all the
children understand what they are going to do.
Have children find the shapes within the body of the robot
and color according to he instructions.
Check the answers by having children hold up their books
and show their colored pictures to the rest of the class.
●Step 4: Find and color
Explain that children are going to look for the shapes
within the picture and say the name of each one.
Ask the children to color the shapes and check the answers.
●Step 5: Set homework
Ask the children to review the words and sentences of this
unit.
课后小结：通过复习和练习，大部分学生已经掌握了本单元的单词和指令，课
本练习中的涂色练习很好的检查了学生掌握单词的情况，根据教学反馈及时调
整教学进度和教学方式。
Unit 9 Food and drink
Lesson 1
Teaching aims:
●Structures(New)
Productive: I like hamburgers.
●Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
●Vocabulary: hamburgers French fries pizza chicken
juice milk ice cream rice noodles
Teaching preparation:
Flashcards for Unit 8.
The poster for this unit
Scissors, pencils, and crayons for coloring
Teaching steps:
●Step 1: Review
Review the words of shapes.
●Step 2: Preview
Use the flashcards of food and drink items to present the
new vocabulary.
Hold up the flashcard for milk. Say, “It’s milk.”
Present the word milk. Model the word at least twice. Now
have children repeat after you in a choral drill, then
elicit the word from individuals.
Repeat the step above and present the following new
vocabulary: hamburgers ,French fries, pizza, chicken,
juice, milk, ice cream, rice and noodles.
Review the nine new words by holding up the flashcards and
eliciting the words from the children in a choral drill,
then from individuals.
Step 3: Presentation of new language
Pin up the poster for this unit where all the children can
see it. Allow a few moments for the children to look at
it.
Teach the concept of “like.”Point to the hamburgers on
the poster and convey the idea to the children that you
like them. Present the structure, I like hamburgers. Model
the structure at least twice. Now have children repeat
after you in a choral drill, then elicit the structure from
individuals.
Repeat the step above ad, using the food and drink
illustrations in the poster, present the other new
structures：I like French fries, I like pizza, I like
chicken, I like juice, I like milk and so on.
●Step 4: Story
Have the children open their books to pages 18. Have the
children look at the picture as you play the tape.
Play the tape again and have the children repeat the words.
●Step 5: Touch and say
Have children open their books and direct their attention
to the illustrations and words that appear around the
border.
Play the tape, and have them point to each picture as they
hear the matching word.
Replay the tape while displaying your copy of the page.
Touch the photograph of pizza, say, “I like pizza.”
Repeat this procedure for other photographs.
Have children word in pairs. One child points to pictures
of food and drink items that he or she likes and produces
the structure. The other child looks and listens. Explain
to the children that they only point and talk about the
pictures of the food and drinks that they like.
●Step 6: Set homework