最大最全最精的教育资源网Unit1 Farm animalsThe First PeriodLanguage focus:Using imperatives to give simple instructionse.g. Draw the cow on the paper.Language skills:Listening and speakingMaterials:Book, cassette, plain sheets of paper, toy animals, workbookPre-task preparation1.Show a picture of a cow. Ask‘ What animal is this?’2.Draw an outline of a cow on the blackboard. Ask the students what you are doing?Ask them what you are drawing on the blackboard.3.Ask Can you draw a cow? Give the students a few pieces of paper each. SayToday we’ll learn to draw some animals.While-task procedure1.Teach the students to draw a cow on the paper. Make sure they understand themeaning of drawing a cow on the paper.2.Show toy animals and say‘ Draw the…on the paper.’ e.g. bird.3.Tell a story like this:One day, a boy went out to play. When he came to the river, he saw a duck swimming. How beautiful! He picked up a stick and began to draw the duck on the ground.4.Ask What did the boy draw? Where did he draw the duck?5.Say‘ Draw the duck on the group.’ The students repeat and point to the correctpicture.6.Play the cassette tape. Let the students listen to the instructions. Ask the studentsto repeat and mime the actions.7.Invite individual students to act out the scene.Post-task activity1.Divide students into pairs. Have one students give the instruction and the othermime the action. Then let them change roles.2.Invite pairs of students to act out the dialogue to the class. Students vote for thebest pairs.3.Ask some students to draw a pig on the blackboard. The rest of the studentschoose which drawing they like best.ConsolidationWorkbook page 2: Listen and draw.P2最大最全最精的教育资源网The Second PeriodLanguage focus:Review: Let’s act e.g. Draw the…on the…Language skills:Listening , speaking and writingMaterials:Book, cassette, cards, pictures…Pre-task preparation1.Read the words and phrases: e.g. cow, duck, cat, on the ground, on the floor…2.Guess some words.3.Guess some phrases.4.Dictation.While-task procedure1.Look at the pictures and speak.(1)one by one(2)work in groups(3)act out2.Listen to the tape , think about and answer the questions.3.Write the sentences.4.Play a game.Post-task activities1. Copy the words and sentences.e.g. Draw the cow on the paper.Draw the duck on the ground.Draw the face on the paper…2. Make some sentences.ConsolidationExercise paperP2The Third PeriodLanguage focus:Asking‘ wh-’questi ons to find out specific information about a farme.g. What do you see?Using the simple present tensee.g. I see a duck.Language skills:Listening and speakingMaterials:Book, cassette, pieces of paper…Pre-task preparation1.Show some toy farm animals or pictures of farm animals. Ask students if they canname them in Chinese.2.Show the class the wallchart for page3. Point at the animals and say their Englishnames for students to listen to. Then repeat for them to follow.3.Ask What comes from a hen? Wha t can we make from sheep’s wool?While-task procedure1.While pointing to your eyes say,‘ What do you see?’ Then pointing to your earssay,‘ What do you hear?’Get the students to point to their own eyes and ears while repeating the questions after you2.Put u p the wallchart for page3. Tell a story …3.Ask questions such as the following:●What is Sam and May’s grandfather?( He is a farmer.)●What animals has grandfather got on his farm?( He has got a pig, sheep,cows, a duck, a hen and chicks.)●What do you see in the picture?( I see…)●What do you hear on the tape?( I hear…)4.Play the cassette tape to let students hear the correct pronunciation of thesentences . The students listen and repeat. Then ask individual students to say‘ What do you see/hear?’ and ‘ I see/hear…’5.Let the students look at the pictures in their Student’s Book and in pairs practicethe language. Monitor their pronunciation.Post-task activities1. Ask the students some more questions about the picture:What colour…?Do you like…?2. Ask students to make the correct noise for each animal in the picture.4.Make fuzzy paper sheep.C onsolidationWorkbook page 2: Look, listen and answer the questions.P3The Fourth PeriodLanguage focus:Review the sentences: e. g .What do you see? I see..What do you hear? I hear…Language skills:Listening, speaking, reading and writingMaterials:Book, cassette, word cards, pictures, paper..Pre-task preparation1.Read the sentences.2.Make some sentences.3.Dictation.While-task procedure1.Look at the pictures and speak.(1)one by one(2)work in groups(3)act out2.Listen to the tape , think about and answer the questions.3.Write the sentences.4.Play a game.Post-task activities1.Copy the words and sentences.2.Listen and write.3.Act out.4.Ask and answer.ConsolidationExercise paper.P3The Fifth PeriodLanguage focus:Using nouns to identify common farm animalse.g. a cowLanguage skills:SpeakingPronounce words properlyLearn the names and sounds of the letters ‘N n, O o’MaterialsBook, cassette, cards, pictures…Pre-task preparation1.Hold up the picture card for each of the farm animals and ask the students to makethe appropriate noise.2.Point to the animals and have students call out the names to check if they canidentify the animal’s correctly.While-task procedure1.Hold the picture card for each farm animals and ask the students to say theanimals name.2.Show the words cards and read the words for students to follow.3.Ask individual students to come up and choose a word card to put next to theappropriate animal on the wallchart.4.Play the cassette for students to listen to native speakers saying the vocabularywhile they look at the pictures in their own books.5.Ask: Which animal are you? What do you hear?6.Learn: nose, orange, Nn, Oo.7.Learn the sound /n/ /o/ Play the cassette.Pos-task activityDraw a large outline of a barn and explain what it is. Tell students that if they can read the names of the farm animals that you write next to the barn, you will write their names on the barn.ConsolidationWorkbook page3,4.The Six PeriodLanguage focus:Using the simple present tense to indicate what you heare.g. I hear a sheep.Using nouns to refer to farm animalse.g. cowLanguage skills:Listening : Identify key words by recognizing animal noisesSpeaking: Use modeled phrases to communicate with other learnersMaterials:Book, cassette, word and picture cards, workbook.Pre-task preparation1.Imitate some animals sound and ask students to guess what animals they are.2.Randomly put the picture and word cards on the board. Get students to put thecorrect words and pictures together. Revise the names of the animals by reading the word cards together. See who can read all of the words by themselves. While-task procedure1.Look at page5. Ask them to read out the names of the animals on the right.2.Play the recording. Put one hand to your ear and ask‘ What do you hear’ to elicit‘ Ihear a sheep.’3.Tick the correct answer in the box.4.Repeat step2 and 3 for the rest of the choices.5.Go around the class to check students’ answers.Post-task activities1.Play a guessing game in pairs. They can take turns to make an animal sound andto guess what the animal is by saying, ‘ I hear a…’2.Play a game called‘ duck, duck, Hen’.ConsolidationWorkbook page 4: Listen and trace the letters.P5The Seventh PeriodLanguage focus:Using formulaic expressions to indicate possessionse.g. I’ve got a cow.Using formulaic expressions to indicate what noises animals makee.g. It goes‘ moo, moo’.Language skills:Listening and speakingMaterials:Book, cassette, a toy animal, cards.Pre-task preparation1.Flash the picture cards and word cards for‘ cow’,‘ duck’,‘ pig’,‘ hen’ to check thatstudents remember the words.2.Ask various students to point to each picture and say‘ I see a…’.3.Ask students to imitate the sounds and actions the animals make.4.Hold up a toy animal and say,‘ I’ve got a… It goes…’5.Say Today we will learn to tell a story about animals on a farm.While-task procedure1.Get the students to open their Studen t’s Books to page 6. Ask the students to callout the names and sounds of the animals in the four pictures2.Read the story solely to the class. Ask‘ Who has got a…? What goes…? Whohas got four eggs?’3.Read the story again line by line so that the students can repeat after you.4.Play the cassette for the story. Students listen and follow in their books.5.Play the cassette again and ask students to listen and repeat.6.Divide the students into groups of four and ask them to act out the story. Oncethey have had time to practice, invite some to act in front of the class.Post-task activitiesa. Divide the class into pairs and encourage them to compose another verse by substituting the farm animals in the story with any other animals that they know the sounds of, e.g. dog, cat, sheep. Help the less able students while you walk around the classroom.b. Invite some students to act out their new story.ConsolidationExercise paperP6Unit 2 In the circusLanguage focus:Using imperatives to give simple instructionse.g. Come here, Spotty.Language skills:Listening and speakingMaterials:Book., cassette and a cassette playerPre-task preparation1.Revise the classroom instruction language.2.Say‘ Come here.’ and do a motioning hand action. Students copy you.3.Say‘ Come here,…(student’s name).’Invite some students to stand with you. Youcan give them a hint to make sure they understand the meaning and do the correct action.4.Say‘ That’s the door. Go there.’ Make sure students understand by pointing to thedoor. Say‘ go there…( student’s name).’ Then say‘ Come back,…( student’s name)’.5.Invite some students to do the action to the various commands.While-task procedure1.Have the class listen and move t heir hands according to your instruction,‘ Comehere. Go there. Come back.’ Repeat several times.2.Open the Student’s Book to page 7. Play the cassette. Ask students to listen andrepeat.3.Divide the class into pairs to practise acting out the instructions. In each group,one students gives instructions and the other does the actions. Then let them change roles.Post-task activities1.Play a game: Who is the quickest to respond? Divide the class into eight groups.Ask all the students to act according to your instructions. The group with the most students to act the quickest, wins a point.2.Play‘ Simon says…’using the instruction taught in this lesson in addition to themore familiar ones.P7 Language focus:Using imperatives to draw attention to somethinge.g. Look at the bear.Using nouns to identify zoo animalse.g. elephant, monkey, tigerUsing adjectives to describe animalse.g. It’s big and brown.Language skills:Listening and speakingMaterials:Book, cassette, word and picture cards, etc.Pre-task preparation1.Show a picture of a circus. Ask students if they have ever been to one or have seenone on television. Discuss what you can see at a circus.2.Show the cards: bear, panda, elephant, horse, monkey, tiger. Point to the picturesand tell students the names for the animals in English. Repeat for students to follow.While-task procedure1.Put up the wallchart for page 8. Tell a story something like this:Guess where father took May to celebrate her birthday? To the circus! May had never been to one before, but she had seen one on television. She was surprised to see so many animals. Do you know what animals she saw?2.Invite students to say aloud the animals in the picture.3.Say‘ Look at the bear.’ Then ask students to answer some questions about the beare.g. Is it big? What colour is it? Is it big and brown?4.Repeat step 3 with the other animals( elephant, horse, monkey, tiger and panda)5.Play the cassette tape for students to listen to native speakers saying the lineswhile they look at their own books. Students listen and repeat.6.Divide the class into pairs.Post-task activityTeach the students the following fun rhyme. Get five students to stand at the front. Ask the rest of the class to repeat after you:Five little elephants stand in a row,Five little elephants say‘ hello’.‘Oh’, say one elephant,‘I must go!’( Get the first students in the row to look at his/her watch, say the line and walk back to his/her seat. Then continue the rhyme.)Four little elephants stand in a row.Four little elephants say ‘ hello’.…Keep changing the animal to give the next five students a turn if time permits. ConsolidationWorkbook page 5最大最全最精的教育资源网P8 Language focus:Using nouns to identify animalse.g. bear, elephant, monkeyLanguage skills:Speaking: Pronounce words properly; Learn the names and sounds of the letters‘ Pp, Qq’Materials:Book, cassette, masks, etc.Pre-task preparationPut on the blackboard some pictures of animals found on a farm and at a circus. Ask students to come up and circle the animals they would find at a circus.While-task procedure1.Guess the animals and review the animal’s name.2.Students listen and repeat the words.3.Point to the panda and ask‘ What is it? What colour is it? Is it big? Is it fat?4.Repeat the steps with the other five words, i.e.‘ elephant’, ‘bear’, ‘ tiger’,‘ monkey’, ‘ horse’.5.Play the cassette tape for students to listen to the correct pronunciation. Askstudents to point to the relevant pictures and repeat the words.6.Put up the picture and word cards on the board in random order. Ask individualstudents to come up and rearrange them by putting the word cards below their corresponding pic ture cards, as show in their Student’s Books.7.Show students the picture card for‘ pencil, quilt’ and say Pencil, quilt begins withthe sound‘ p ’‘ q ’. Learn the letters: Pp, Qq.Post-task activities1.Play a game.2.Write the six animal names on the board in pairs.ConsolidationWorkbook page 6P9 Language focus:Using connectives to link two adjectivese.g. She is little and white.Asking‘ Wh-’ questions to find out specif ic information about a persone.g. Who is she?Language skills:Listening and speakingMaterials:Book, cassette, cassette player, workbook.Pre-task preparation1.Put up the word cards for this unit on the left hand side of the board and theircorresponding picture cards on the right hand side but in a random order. Put a word card next to the corresponding picture card and ask‘ Is this right’2.Encourage students to come up and put the rest of the word cards next to thecorrect picture cards. Repeat until all the words have been reviewed. You may need to remind students of the word‘ rabbit’.3.Say‘ Guess the animal. It is big and brown. What is it?’4.Say Today we’ll guess an animal riddle.While-task procedure1.Get students to open their Student’s Books to page 10. Play the cassette tape forstudents to listen and follow.Encourage students to repeat after the tape.2.Ask‘ Who is she?’ to elicit‘ She is a rabbit.’3.Practise reading the riddle once or twice with the students. They should point toeach line as you say it. Walk around to see if they are able to follow the sequence correctly.Post-task activitya.Divide students into groups of three. Ask each group to choose one animalsfrom the four pictures, i.e. horse, elephant, panda, tiger, and compose another riddle.b.Invite the group to read their riddles to the class. The rest of the class guesswhat the animal is.ConsolidationWorkbook page 7.P10Language focus:Using imperatives to draw attention to somethinge.g. Look at the bear.Using adjectives to describe animalse.g. It’s big and brown.Language skills:Listening and speakingMaterials:Book, cassette, a cassette player.Pre-task preparation1.Put up the picture cards of all the animals in this unit. Revise the vocabulary withthe class.2.P oint to one of the animals and say‘ Look at the… It’s…and…’.Let students tell you which animal they like and then discuss this animal.3.Say It would be more fun to sing about the animals we can find at the circus. Let’ssing.While-task procedure1.Point to the pictures and ask the students to name the animals.2.Read the words of the song slowly as you point at the pictures. Repeat two lines ata time, stopping for the students to repeat after you.3.Play the cassette tape for students to listen and follow.Repeat until the students are familiar with the words and the tune.4.Say The circus is fun and so is singing! Let’s sing our new song again. This timeboys sing it through and then the girls.You could also alternate verses between boys and girls.Post-task activitySing the song again. First, divide the class into three groups. Give each group a picture card of an animal, i.e. bear, horse or elephant. Say that they can all sing the song, but when it comes to an animal word, only the group with that animal’s pi cture card can sing. For example, all the students sing‘ Look at the’, but only the bear groupcan sing the word‘ bear’. They should hold up the picture card when they sing the word.ConsolidationExercise paperP11Unit 3 My roomLanguage focus:Using imperatives to give simple instructionse.g. Close the window, please.Language skills:Listening and speakingMaterials:Book, cassette 2B and a cassette playerPre-task preparation1.Point to or use hand gestures to illustrate‘ door ’,‘ window ’ and ‘ room ’. Say thewords.2.Point to an open window and say the command ‘ Close the window, please.’ Ask astudent to close the window, following your instruction.3.Point to a closed door and say‘ Open the door, please.’ Again, get a student tofollow your instruction.4.Show a picture of an untidy room. Point to the picture and say‘ Clean the room.’Ask individual students if they still remember the meaning of‘ clean’.While-task procedure1.Open Student’s Book to page12. Look at the pictures with the students and explai nthe scene for each picture. Make sure students understand the possessive adjective‘ your’.2.Play the cassette tape. Let the students listen to the instructions‘ Close the window,please.’, ‘ Open the door, please.’ and‘ Clean your room, please.’ Ask stude nts to repeat and mime the actions.Post-task activities1.Divide students into pairs. Have one student give the commands and the othermime the actions. Then let them change roles.2.Invite pairs of students to act out the dialogue to the class. Students vote for thebest pairs.3.Let the students draw a picture of their bedroom at home. Display the bestdrawing.P12Language focus:Using the simple present tense to indicate factse.g. This is my room.Using possessive adjectives to express possessione.g. This is my room.Using introductory‘ There’ to express factse.g There is/are… in my room.Language skill: SpeakingMaterials:Book, cassette, cards and so on.Pre-task preparation1.Draw an outline of a room on the blackboard, with a door, a window and a bed.2.Point to the room and say‘ This is my room. There is a door in my room. There isa window in my room. There is a bed in my room.’ Repeat for students to getfamiliar with the expression‘ There is…’While-task procedure1.Put up the wallchart for page13. Tell a story something.2.Ask questions such as the following:*Where are Ann and May? * What are they doing? * What is/are there in Ann’s room?3.Ask: What is this? Is it…(colour)? How many…? Et c.4.Play the cassette tape to let students hear the correct pronunciation of theexpressions. Then ask individual students to say‘ This is my room. There is/are…in my room.’Post –task activities1.Ask students what they have in their room.2.Give each students a sheet of white paper. Ask the students to draw and colour thething they can find in their room.3.Ask students to say something about their pictures by using the expressions‘ thisis my room. There is/are… in my room.’ConsolidationWorkbook page 8P13Language focus:Using nouns to identify things around the housee.g. window, door, bed. RoomLanguage skills: S peaking(pronounce words, Rr,Ss)Material: Book, cassette, cards and so on.Pre-task preparation1.Revise: window, door, bed, room. Repeat with the other vocabulary items.2.Introduce: sofa, table, lamp. Students say and repeat.While-task procedure1.Stick the picture cards for‘ window, door, bed, room, sofa, table, lamp’ on theblackboard. Ask What do you have in your room? Do a survery and see which item are the most common.2.Place the word cards under the correct pictures. Then remove the pictures and readthe words with the whole class.3.Play the cassette tape. Listen-ask-repeat.4.Learn: sound‘ r , s’, Rr, Ss, rubber, sweet.Pos-task activityWork pairsConsolidationWorkbook page9P14Language focus:Using preposition to indicate positionse.g. There is a lamp on the table.Language skills: SpeakingMaterials:Book, cassette, a cassette playerPre-task preparation1.Review the words and ask‘ What is this?’ It is…2.Revise prepositions‘ in, on, under’ with the students. Ask: Where is the pencil?Repeat with the pe ncil under the desk and in a bag to elicit‘ in, under’.While-task procedure1.Say We are going to tell a story.2.Say the sentences for the first three pictures. Ask students to guess what is goingto happen.3.Uncover pictures4 to 6 one by one and tell the students what is happening in eachpicture.4.Play the cassette tape for students to listen to native speakers saying the lineswhile they look at the pictures in their own books.5.Play the cassette tape again and ask students to repeat the story after each line. Seeif hey can follow the lines as they read.6.Get the students to read the story aloud together.Post-task activityDivide students into groups of six. Ask them to tell the story together, each member of the group reading one line. Have group tell the story to the rest of the class. ConsolidationWorkbook page10: Listen and colour.P15Language focus:Using prepositions to identify locatione.g. In my room there is a bed.Language skills:Speaking and listeningMaterials: Book, cassette and a cassette playerPre-task preparation1.Say‘ In my room there is…’ and point at a student to say something that is in theirown room. Write on the board what each student says until there is list of things found in a bedroom on the board.2.Point to some of the words on the board and ask students to tell the class somethings about the item, e.g. colour, size, etc.3.Tell the students they are going to learn a rhyme.While-task procedure1.Get students t o open their Student’s Book to page16. Ask them‘ What colour is thebed?’ and‘ What is on the bed?’2.Ask them to tell you the names of the animals in the bottom picture. Try to elicitthe word‘ zoo’.3.Read the rhyme slowly line by line. Practise saying both verses.4.Repeat the poem a bit faster and point out to the students that it rhymes.5.Play the cassette for the rhyme. Students follow and read the hyme.6.Invite pairs of students to act out the rhyme to the class.Post-task activitySay the rhyme again, with boys saying one verse and girls the next. ConsolidationUnit3 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.P16Unit 4 In the parkLanguage focus:Using imperatives to express prohibitione.g. Don’t walk on the grass.Language skills:ListeningLocate specific information in response to simple instructionsSpeakingUse modeled phrases to communicate with other learnersMaterials:●Student’s Book 2B page17●Cassette 2B and a cassette playerPre-task preparation1.Show pictures of someone walking on the grass, someone riding a bicycle in theplayground and someone climbing a tree. Ask what is happening in each picture.2.Stick the pictures on the blackboard. Draw a big cross through or next to eachpicture. Say‘ Don’t walk on the grass. Don’t ride a bicycle here.’ And ‘Don’t climb the tree.’ Ask the students if they have ever seen these signs and if so, where.3.Point at the various pictures to elicit the verbs. Then point at the cross to elicit theprohibition.While-task procedure1.Say‘ I am in a park.’ Draw some grass on the board and put a cross through it.Point to it and then to your feet as you walk and shake your head. See if any of the students can say‘ Don’t walk on the grass.’2.Repeat step 1 but pretend to ride a bicycle and then pretend to climb a tree.3.Play the cassette tape. Listen and ask students to repeat and mime the actions.4.In pairs, let the students take turns to act and say the appropriate prohibitions.5.Invite some students to come to the front. Let some students give the commandsand others do the actions. Repeat with several groups of students.Post-task activityHave some students take turns to act out one of the actions they have just learn. Let them choose which one to act. The rest of the class call out the correct prohibition.P17 Language focus:Using t he model verb‘ can ’ to express abilitiese.g. I can climb.Using verbs to indicate momentary actionse.g. I can skip.Asking‘ Wh- ’ questions to find out particular information about a persone.g. What can you do?Language skills:Speaking: Use modeled phrases to open and maintain an interaction by providing information in response to factual questions open an interaction by elicitinga responseListening: Locate specific information in response to questionsMaterials:Book, cassette, pictu res…Pre-task preparation1.Hold up the pictures showing various activities. Say the verbs for students tobecome familiar with.2.Act out an action and say‘ I can…(action)’. Students repeat..3.Select a student and ask‘ What can you do?’ Prompt the student to r espond bydoing an action‘ I can…(action).’ The rest of the class repeat what the student says.While-task procedure1.Put up the wallchart for page18. Ask Do you like going to the playground? Whatdo you like to do at the playground? How often do you go to the playground.2.Tell a story something.3.Ask questions such as the following:●Where were Sam and May playing with Tom and Ann?●What can Sam( May, Ann, Tom) do?●What can Spotty do?4.Play the cassette and work in pairs.Post-task activities1. Give each student a sheet of white drawing paper. Ask them to draw a picture of themselves doing their favourite activity.2.Speak some sentences.ConsolidationWorkbook page 11: Look, listen and repeat the correct sentence.P18 Language focus;Using verbs to identify momentary actionse.g. walk, climb, skip, swing, fly, rideLanguage skills:Speaking: Pronounce words properlyLearn the names and sound of the letters‘ Tt, Uu’Materials:Book, cassette, a cassette play, pictures, words..Pre-task preparation1.Put up the wallchart for page 18. Revise: walk, run, skip, climb .2.introduce‘ swing, fly, ride ’ to students. Hold up the picture card for‘ swing’ andsay‘ swing ’slowly. Ask students to repeat. Do the same with‘ fly’ and‘ ride’. While-task procedure1.Do a survey and see which activity is the most popular.2.Place the word cards under the correct pictures. Then remove the pictures and readthe words with the whole class.3.Play the cassette tape.4.Put up the picture and word cards on the board in random order. Ask individualstudents to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Books.5.Show students the picture card for‘ tree’ and say Tree begins with the sound‘ t ’.Show the word card for‘ tree ’ and say‘ t…tree’. Repeat. Show alphabet cards‘ Tt’.Have students compare the capital letter‘ T’ with the small‘ t’. Do the same with‘ Uu…umbrella’. Play the tape for students to follow in their books.Post-task activityAsk a student to come up to the front. Show him/her one of the word cards for this unit without letting the rest of the class see it. He/she does the action and the class guesses what it is. Then write the word on the board but leave out one letter, See of。
