Module1:Unit 1He’s a doctor.Teaching Aims:Review the sentence pattern“ This is my⋯”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say“ He’ s / she’ s⋯He’ s / she’ s a⋯ .”Importance and Difficulties:Distinguish“ He’froms⋯”“She’ s ⋯”Students Analysis:“He’s / She’s ⋯”are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss“ What color? ”Review some words: Show some cards and ask the Ss“ What’ s this? ”Let ’ s count. (From one to twelve.)Step 2: RevisionTeacher shows cards and Ss look and say“Father ⋯. ”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say:“ This is my father⋯ . ”Ss review to say:“ This is my school bag⋯ . ”Learn the word“ friend.”Read after teacher.Learn to say“ This is my friend.”Step 3: PresentationTeacher points to several Ss and says“ She’ s⋯ / He ’ s ⋯”Explain with gestures.Write“ She’ s⋯” and“ He’ s⋯” on the blackboard.T shows some head ornaments, Ss look and try to say “ She’Linglings. He’ s Daming⋯ . ”Read “ She’ s Lingling. He’ s Daming.⋯” after T.Ask some Ss to go to the front and stand in a line.Ss look and say“ She’ s⋯”/“ He’ s⋯”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like“ She’ s⋯/ He’ s⋯”. Teacher points and says“She’s a pupil.” Or“He’s a pupil.”Ss learn to say.Teaching Notes:Module 1:Unit 2She’s a nurse.Teaching Aims:1.Review the points of the module.2.Learn to introduce a people like She’s⋯/She“’s a nurse. ”3.Do the exercises of the module.Importance and Difficulties:He’ s / She’ s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them intoday’s lesson, and put the words in the sentence patterns: This is my⋯/He’s/she’s⋯ Teaching Aids:Tape recorder a big pencil a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’ s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’ s question pencil? ”Put a school bag on the desk, ask“Where’s the school bag? ” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence“ Look at the tree.” And“ Look at the window⋯ . ”Review the sentence“ So many birds.” And the sentence pattern“ So ma Review to say“ Let ’ s count.”Count from one to twelve.Look the cards and answer“ Father / mother /⋯” quickly.Introduce those cards like“ This is my brother. /⋯”Look and say “ This is my pencil⋯ . ”Review the chant:She, she, she. She ’s Amy.He, he, he. He’ s Daming.Read the chant after T.Say your classmates’ name. (She’ s⋯ / He ’ s ⋯) Step 3: PresentationTeacher points several Ss and says“ She’ s a pupil. / He Learn the word“ pupil.”Ss read the word.Some Ss stand up,the others look and say“She’s a pupil. / He Look at the head ornaments and say“ She’ s a pupil. / He Teacher shows the card and says“ He’ s a doctor. ”Learn the word“ doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:’ s a pupil.”’s a pupil. ”’ s a pupil. ”Module2:Unit 1Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern“ A cat is in/Wheretbox’s.my pen?”Describe the location like“It’s in / on/ under ..”Importance and Difficulties:The sentence pattern:“A cat is in the box.”Try to ask:“ Where’ s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the⋯?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder PicturestapeCardsa dollTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T:“ Stand up! Sit down! Open your book! Point to the window. Point to the doorStep 2: RevisionShow four cards. T:“ What’ s this?” /“ This is⋯”Read the four words in high and low voice.Read fast.T:“ If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks:“ Where’ s the pen?” Ss answer:“Write the two sentences on the blackboard: Where’ s the pen?. It’ s in the Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T:“ Where’ s the pen?” T answer.Group 1 ask, group 2 answer from teacher’ s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationA yellow pen in under the hat.T asks:“ Where’ s the green pen?”⋯ . Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask:“ Where’ s the yellow pen?”⋯T answer Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“ Please look at my mouth, and guess the sentence.”Teaching NotesModule3:Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern“Where’s the orange cat?”2. Learn to guess the location of object with under/ in“/ onIs⋯it?”Notes:Importance and Difficulties:Use the sentence:“Is it under/ in / on the bed? to” ask the location.Students Analysis:It is not easy for the kids to use the sentence:“Is itunder / in / on the bed? to” ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box penTeaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“ Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’ s question accord to the card.“ What’ s this?” /“ Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“ Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’ s the cat?It ’s in the box.Where’s the orange cat?It ’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one⋯)of them. (in the school bag, on the box, or under the bookSs try to guess the location of the pen.“ Is it⋯?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’ s sentence, and then read it fast group by group.)Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3:Unit2How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences“ Look at the tree.” “ So many birds!”and“Importance and Difficulties:The pronunciation of“ eleven and twelve”.The sentence“Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most ofthem didn’tcatch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Sssay the word T doesn’ t read.)Step 2: Presentation and practiceA game: Listen and do.(T:“ Point to the ceiling. Point tohet window. Stand up! Open your book. Sit down!Close your book. Look at the door.”)T makes gesture to explain the sentence“ Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the windowT shows several cards and asks“What’s this?” (tree)Teach the new word“ tree”.Read and mime a tree.T:“ Look at the tree.”Write the sentence“ Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “ Look at the tree. So many birds!”Make gesture to explain the phrase“ so many ⋯”.Write“ So many birds!” on the blackboard.Read after T and then read together.T: “ Oh, how many birds? Let’ s count. ”Teach“ Let ’ s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“ OK, now, let ’ s count, how many birds? One, two, and three⋯”Teach the number eleven and twelve.T: “ How many birds?” Ss:“ Twelve birds. ”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’ s sentence and repeat it fast group by group Teaching Notes:Module 4:Unit 1This is my head.TeachingAims:1.Understand the meaning of the module.2.Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth /⋯Importance and Difficulties:1. The pronunciation of“mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say:“ She’ s / He’ s Review to say:“ This is his / her ⋯ . ”⋯ .”Step 3: PresentationT shows a picture of a head.T asks:“ What’ s this?”Ss try to answer. (a head)Learn to say“ head ”.Point your head and read“ head ” in a little game. Read head in a chant.Learn to say“ This is my head.”Learn the word“ mouth ” and“ eye ” in the same way. Learn to say“ This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say“ This is my head/⋯”Step 5: ConsolidationGet the Ss to say“ This is my pencil. /⋯”Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:Module 4:Unit 2These are your legs.Period 1Teaching Aims:3.Learn a song: Heads, shoulders.Importance and Difficulties:1.The pronunciation of the sentence: “These are ⋯”2.The English song: Heads, shoulders.Students Analysis:“These are ⋯”is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”,it will be a great help.Teaching Aids:Tape recorder tapes cards stationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say“ This is his / her⋯.”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey“ This is my / your⋯.”Step 3: PresentationT points to an eye and asks: What’ s this?Ss: This is an eye.T points to the other eye and asks: What’ s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.“ These are my eyes.”Ss learn to say“ These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says“ These are my legs.Ss point to their legs and say“ These are my legs. Ss learn to say the word“ leg”.T point to ears, Ss look and say“ These are my ears. Step 4: Practice ”””A game: T point, Ss look and say: This is my head. / These are my eyes. ..T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’ s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5:Unit 1They’re cows.Period 1TeachingAims:1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3. Understand“What are they? They are⋯”Importance and Difficulties:1. Try to speak“What are they? They are⋯”2. The pronunciation of the words: chicken and egg.StudentsAnalysis:Animals always the children s favorite,’ but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.Teaching Aids:Tape recorder CD-ROM tapespicturescardswall chartTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say“ This is my head T shows some stationery, Ss look and sayStep 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word“ cow” :⋯ . / These are my ears ⋯ . ”“ This is a pencil ⋯ . / These areA. Observe picture 2.B. Learn the new word“cow”.C. Get the Ss count“How many cows?”D. Learn to say“They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say“What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg. Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one. Blackboardwriting:Teaching Notes:Module 5:Unit 2It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word“ thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like“It’s thin/ fat/ little/ pink ”etc.Teaching Aids:Tape recorder tapes cards stationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows. Game: T imitates the animal’ s voice; Ss guessthey?“” What areStep 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig⋯Watch the card and learn to say“ baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.Watch the card and learn the new word“ pink”. Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say:This is a panda. It’ s fat.This is a monkey. It’s thin.This is a baby pig. It’s little.This is a father pig. It’s big. Blackboardwriting:Teaching Notes:Module 6:Unit 1These snacks are short.Period 1TeachingAims:1.Understand the meaning of the module.2.Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn“long,tall, short,andshort”.Importance and Difficulties:Understand the 2 meaning of the word“ short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion”is not popular as“dog、cat、fish and fish”, there will be more time to read them out. Especially the pronunciation of “giraffe and elephant”.Teaching Aids:Tape recorder CD-ROM tapespicturescardswall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview“ They’ re⋯”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family) Step 3: PresentationLingling and Amy went to the zoo today. Learn the word: zooLearn to say: Let’ s go to the zoo. Observe picture one and find the animal. Learn the new word: snakeRead the word after T and correct Ss’Read the word in a little game: High and low voice Learn the new words“ giraffe, elephant, lion Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’ re snakes.⋯Look at the picture and try to understandRead those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Blackboardwriting:Teaching Notes:pronunciation.” in the same way.“ long, short, tall”.Module 6:Unit 2They’re little and cute.Period 1TeachingAims:Learn the new words“ cute” and“ scary”.Try to say: The baby lions are cute.The mother lion isn’ t cute.It ’ s scary.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of“isn’t”.StudentsAnalysis:“ Cuteand scary”are adjective verbs. We can understand their meanings by our activities easily. The difficult point is their pronunciations.Teaching Aids:Tape recorder tapes cards stationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT:Amy and Lingling went to the zoo. They are watching the lions.Learn to express: baby lionCount:“ How many baby lions?”Write“ The baby lions” on the blackboard.Read after T.Learn to say:“The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary.Learn to say:“ The mother lion isn’ t cute. It’ s scary.”Correct the pronunciation of“ isn’ t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:Teaching Notes:第三册 Module7 Unit1 There is a cat in this tree.一、教材分析：本元是《新准英》（三年起点）第三册第模第一元的内容，根据《小学英新程准》提出的目，其中一个非常重要的目就是要激学生学英的趣，培养他学英的极度，使他初步建立学英的自信心，使他初步具用英行日常交流的能力。
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