电子教案Module 1Getting to know youUnit 1: Here I am! (3)Unit 2: Greetings (3)Unit 3: In the classroom (3) Unit 4: Saying and doing (4)Unit 1Here I am!Tasks and clusters of tasksGreetings●Learners sing the “Hello” song●Learners sing the “Alphabet song”Language learning objectivesFunctions●Greeting people●Introducing oneselfLanguage/Vocabulary●Capital letters: A-Z●Small letters: a-zFormulaic expressions●Hello/Hi,…SkillsSpeaking●Using modelled phrases to communicate with teachers andlearners●Opening an interactionResources●Student’s Book 3A P2-4●Word and Picture Cards 3A●Cassette 3A●Photocopiable page1●Workbook 3A P1●Grammar Practice Book 3A P1●Student’s self-assessment sheet P57The First PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Develop an awareness and enjoyment of the basic sound patternsof English through a songLanguage focus:●Using formulaic expressions to greet people (e.g. Hello.)●Using formulaic expressions t o introduce oneself (e.g. I’m Alice.) Language skills:Speaking:●Use modelled phrases to communicate with teachers and otherlearners.●Open an interaction by greeting someone politely●Open an interaction by introducing oneself Steps:Pre-task preparation:1.Put the large picture of Dotty on the blackboard so that all thestudents can see it. Introduce Dotty. Say: Hello, Dotty.Encourage the class to say: Hello, Dotty.2.Say: Hello. The students answer: Hello.Divide the class into pairs. The students say Hello to each other.Say Hello. I’m Miss Doris to individual students to elicit: Hello.I’m (student’s name).While-task procedure:1.In groups, the individual students introduce themselves to oneanother. They say: Hello. I’m … The rest of the group responds: He llo, …2.Listen to the song: Hello.3.Play the song again. Encourage the students to sing along withthe cassette.4.Invite individuals to sing the song, substituting Dotty with theirown name.Post-task activities:1.Play a relay race: Hello. I’m …2.Play a game: T oss a soft toy to one student who says: Hello. I’m …3.Explain the contraction: I’m is the same as: I am.4.Workbook page 1a)Explain the rubric: Trace and match.b)Introduce and explain: Woof!c)Trace the line and match the speech bubble with correctcharacter on the page with their pencils.d)Explain the rubric: Stick, trace and write.e)Stick their photos or draw their pictures in the frame and writetheir names.Consolidation:At this stage Grammar Practice Book 3A page 1 could be used to practise and consolidate the oral and written language in this section further.The Second PeriodDimension targets:●Recognize … the sound patterns of English.Language focus:●Learning the capital letters: A-Z●Learning the small letters: a-zMaterials:●Student’s Book 3A page 3●Cassette 3A and a cassette player●Alphabet CardsSteps:While-task procedure:1.Show the alphabet cards A-Z one by one while playing thecassette. Students listen to the names of the 26 letters andlearn to recognize the capital letters.2.Show the alphabet cards A-Z randomly and ask students to sayin chorus, groups or individually.3.Recognize the alphabet cards a-z in the same way.Post-task activities:Listen again so that students can revise and memorize the alphabet.The Third PeriodDimension targets:●Reco gnize … the sound patterns of English.Language focus:●Learning the capital letters: A-Z●Learning the small letters: a-zMaterials:●Student’s Book 3A page 4●Cassette 3A and a cassette player●Alphabet CardsSteps:Pre-task preparation:1.Show the alphabet cards A-Z and a-z randomly to revise theletters.2.Ask individual students to pick out pairs of capital and smallletter cards and say the letters.3.Read out the letters in consecutive order and ask students torepeat in chorus.While-task procedure:1.Play the cassette for “The alphabet song”. Listen to the song.2.Play the song again and encourage students to sing along.3.Students sing “The alphabet song” in chorus and groups. Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 57 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 2Greetings Tasks and clusters of tasksGreetings●Learners identify and use a wider range of greetings ●Learners enact a role-play: How are you? Language learning objectivesFunctions●Greeting people●Introducing oneself●Taking leaveFormulaic expressions●How are you? Fine, thanks.●Good morning, …●Goodbye, …SkillsListening●Recognizing differences in the use of intonation●Closing an interactionSpeaking●Using modelled phrases to communicate with teachers andlearners●Opening an interaction●Closing an interactionResources●Student’s Book 3A P5-7●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 2-7●Workbook 3A P2-3, P33-34●Grammar Practice Book 3A P2-4●Student’s self-assessment sheet P57The First PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Recognize … the sound patterns of EnglishLanguage focus:●Using formulaic expressions to greet people (e.g. Good morning,Miss Fang.)Language skills:Listening:Discriminate between words with different initial sounds a-, b-, c-, d-.Speaking:●Use modelled phrases to communicate with teachers and otherlearnerse.g. Good morning, Miss Fang.●Pronounce correctly words in isolation with initial sounds a-, b-,c-, d-.Materials:●Student’s Book 3A page 5●Cassette 3A and a cassette player●Alphabet Cards: A a, B b, C c, D d●Word and Picture Cards 3A●Workbook 3A pages 33 and 34Preparation:Bring any soft toy.Steps:While-task procedure:e a soft toy to demonstrate: Good morning, (name of toy).Ask individual students to greet the toy in the same way.2.Say Good morning to the students. They respond: Good morning.3.Practice in pairs: Good morning.4.Listen to the cassette and repeat.Learn the letters:1.Play the cassette: Learn the letters; A ‘a’ apple2.The students listen and point.3.Listen, point and repeat the letter A and the sound “a”.4.Repeat the process with B ‘b’ bag, C ‘c’ cat and D ‘d’ dog.5.Workbook pages 33 and 34.The Second PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivitiesLanguage focus:●Using formulaic expressions to greet people and bid farewell● e.g. Hi! Good morning. Goodbye.Language skills:Speaking:●Use modelled phrases to communicate with teacher and otherlearners●Open an interaction by greeting someone politely e.g. Hello.●Open an interaction by greeting peers using appropriateformulaic phrasese.g. Hi!●Close an interaction by using appropriate formulaic phrasese.g. Goodbye.Materials:●Student’s Book 3A page 6●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page 2Preparation:Bring any soft toy.Steps:Pre-task preparation: (for role-play on page 7)e a soft toy to demonstrate: Hi, (name of toy).Ask individual students to greet the toy in the same way.Say: Goodbye, (name of toy), and put the toy away. Make the toy wavegoodbye.Bring out the toy again. Ask the students to say: Hi, then: Goodbye, andput the toy away.Repeat the activity until the students are responding freely. 2.Explain that Hi is informal and for use between students. Theymust say Hello when they greet me and other adults.3.Play the cassette for the first two pictures.4.Read the first two dialogues.5.Divide the class into groups of three. The groups choosecharacters and practise the conversation.6.Act out the first two dialogues7.Learn the next two pictures in the same way.8.Groups of four can practise the role-play.9.Act the dialogues using their own names.10.Workbook page 2Consolidation:At this stage Grammar Practice Book 3A pages 2 and 3 could be used to practise and consolidate the oral and written language in this section further.The Third PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Obtain and provide information in simple classroom situationsthrough role-playLanguage focus:●Using formulaic expressions to greet people and take leavee.g. Goodbye.●Using formulaic expressions to ask how someone is, andrespondinge.g. How are you? Fine, thinks.Language skills:Speaking:●Open an interaction by greeting someone politely●Open an interaction by eliciting a responsee.g. How are you?●Close an interaction by using appropriate formulaic expressionse.g. Goodbye.Materials:●Student’s Book 3A page 7●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page 3●Photocopiable pages 2-7Steps:Pre-task preparation:●Greetings●Introduce: How are you? Fine, thanks. (Use two soft toys tomodel the dialogue)●Repeat the dialogue several times.●Chain drill around the class.●Play the cassette for the whole of page 7. Listen and repeat. While-task procedure:●Practise the dialogue in groups of six.●Select groups to act out the dialogue.●Before performing the role-play, each student may introducehis/her own charac ter. (e.g. Hello. I’m Mr Li.)Post-task activities:●Select groups to act the modified dialogues.●Workbook page 3Consolidation:At this stage Grammar Practice Book 3A pages 4 could be used to practise and consolidate the oral and written language in this section further.Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 57 and have them discuss their opinion about each task in this unitand what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 3In the classroomTasks and clusters of tasksPeople and things●Learners use name-cards for introductions●Learners play recognition games (people and objects) Language learning objectivesFunctions●Greeting people●Asking a person’s name●Introducing oneself●Describing conditions●Confirm/deny●Identifying people and thingsLanguage/Vocabulary●Pronoun: You●Countable nouns: book, pencil, bag, desk, rubber, ruler●Verb to be: are (You’re … )●Indefinite article “a”●Wh-question: What’s your name?Formulaic expressions●Hello, …●One, two, three, I see … ? (passive)●Yes/No, I’m …SkillsListening●Locating specific information givenSpeaking●Using modelled phrases to communicate and elicit responses ●Opening an interaction by eliciting a response Resources●Student’s Book 3A P8-10●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 2-8●Workbook 3A P4-6, P35-37●Grammar Practice Book 3A P5-6●Student’s self-assessment sheet P58The First PeriodDimension targets:●Interpret and use simple given information through followingsimple instructions●Establish and maintain relationships in carrying out classroomactivityLanguage focus:●Using formulaic expressions to greet people (e.g. Hello.)●Asking Wh-questions to find out a person’s identity (What’s yourname?)●Using verbs to introduce oneself (I’m Danny.)Language skills:Listening:●Understanding simple instructions e.g. Colour your name card.●Discriminate between words with different initial sounds e-, f-,g-, h- and i-.Speaking:●Use modelled phrases to communicate and elicit responses.(What’s your name?)●Open an interaction by eliciting a response●Pronounce correctly words in isolation with initial sounds e-, f-,g-, h- and i-.Materials:●Student’s Book 3A page 8●Cassette 3A and a cassette player●Workbook 3A pages 4; 35, 36 and 37Steps:Pre-task preparation:●Introduce: What’s your name? to elicit: I’m … The students holdup their name cards as they answer.●Practice in pairs.●Play the cassette for page 8. Listen and repeat.●Read the dialogue.●Explain the contraction: What’s is the same as What is. While-task procedure:Have a relay race.Divide the class into groups and play the game as illustrated on page 8.Post-task activities:Workbook page 41.Read the dialogue. Ask the students to supply the missing wordsorally.2.Ask individuals to write the missing words on the blackboard.3.Trace and write the missing words in the book.Learn the letters:1.Play the cassette. Listen and point in their books.2.Listen, point and repeat the sound.3.Have the students enter the vocabulary in the relevant page oftheir personal vocabulary book.4.Workbook pages 35, 36 and 37 Consolidation:At this stage Grammar Practice Book 3A pages 5 could be used topractise and consolidate the oral and written language in this section further.The Second PeriodDimension targets:●Obtain information through interactive games●Establish and maintain relationshipsLanguage focus:●Using verbs to d escribe conditions (e.g. You’re __.)●Using formulaic expressions to confirm/deny identity (Yes, I’m__./No, I’m __.)Language skills:Use modelled phrases to communicate and elicit a response Materials:●Student’s Book 3A page 9●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page5●Photocopiable pages 2-6 and 8Steps:Pre-task preparation:●Introduce: You’re …; Yes; No.●Play the cassette for page 9.●Listen and repeat.●Read the dialogue.While-task procedure:Play the game in small groups at the front of the classroom. Post-task activities:Workbook page 51.Review the letters a to f. Write the letters on the blackboard.2.Read the statements on page 5.3.Write the correct letters in the table. Consolidation:At this stage Grammar Practice Book 3A pages 5 could be used to practise and consolidate the oral and written language in this section further.The Third PeriodDimension targets:Obtain information through interactive gamesLanguage focus:●Using a formulaic rhyming expression to start a guessing game ●Using nouns to identify common classroom objects●Using the indefinite article to refer to something for the firsttimee.g. I see a book.●Using formulaic expressions to affirm and deny (e.g. Yes/No) Language skills:Speaking:Open an interaction by eliciting a responseListening:Recognize differences in the use of intonationMaterials:●Student’s Book 3A page 10●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page6Steps:Pre-task preparation:●Introduce the new vocabulary, using classroom realia and thepicture cards.●Practise the nouns by using flashcards and pointing to the items.●Encourage individual students to do the same.While-task procedure:Play the guessing game in pair.Post-task activities:Workbook page 61.Read the nouns on page 6.2.Trace the words, join the objects and the words and colour theobjects.Consolidation:At this stage Grammar Practice Book 3A pages 6 could be used to practise and consolidate the oral and written language in this section further.Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page58 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 4Saying and doingTasks and clusters of tasksIn the classroom●Learners say a number rhyme●Learners make number cards●Learners use their number cards in a number recognition game ●Learners follow the routine of tidying the classroom beforeleavingLanguage learning objectivesFunctions●Using simple imperatives●Expressing thanks●Identifying things●Identifying numbersLanguage/Vocabulary●Imperative: Close/Open the door/box. Come in. Clean theblackboard.●Definite article: ‘the’●Nouns: blackboard, door, window, box, tableFormulaic expressions●(Imperative), please.●Thank you.SkillsListeningLocating specific informationSpeakingUsing modelled phrases to communicate with teachers and learners Resources●Student’s Book 3A P11-14●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 9-13●Workbook 3A P7-9, P37-39●Grammar Practice Book 3A P8-11●Student’s self-assessment sheet P58The First PeriodDimension targets:●Develop an awareness and enjoyment of the basic sound patternsof English through participating in saying and enacting a rhyme ●Establish and maintain relationships in carrying out classroomactivity●Obtain and provide objects in simple classroom situationsthrough playing an interactive game●Interpret and use information through matchingLanguage focus:●Using simple imperatives to give instructions (e.g. Come in,please.)●Using simple imperatives to express prohibitions (e.g. Don’t belate.)Language skills:Listening:●Identify key words 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:●Student’s Book 3A page 11●Cassette 3A and a cassette player●Workbook 3A pages 7; 37, 38 and 39●Photocopiable page 9Steps:Pre-task preparation:●Introduce numbers 1-10. A large toy clock with moveable handsis an ideal prop. Show a set of number cards.●Write numbers 1-10 on the blackboard and practise counting.●Count in a chain round the class.●Display the number cards(1-10) in disorder on the board ledge.Ask students to come out and put the numbers in order as quickly as they can. Then, count from 1 to 10.While-task procedure:1.Practise: Look at the clock/board. Close/Open the door.2.Listen to the rhyme and repeat it.3.Read the rhyme. Then, try to recite.Post-task activities:Workbook page 74.Review numbers 1-10 using the number cards.5.Trace and colour the numbers on page 7.Listening task:Listen and write down the missing numbers.Learn the letters:5.Play the cassette. Listen and point in their books.6.Listen, point and repeat the sound.7.Workbook pages 37, 38 and 39 Consolidation:Grammar Practice Book 3A pages 8 and 9 give further practice in identifying numbers 1-10.The Second PeriodDimension targets:●Establish and maintain relationships in carrying out classroomactivities●Interpret and use information to follow simple instructions Language focus:●Using imperatives to give simple instructions (e.g. Clean thetable, please.)●Using formulaic expressions to express thanks (e.g. Thank you.)●Using definite article to refer to specific classroom objects●Using nouns to identify thingsLanguage skills:Listening:Locate specific information in response to simple instructions Speaking:Use modelled phrases to communicate with other learnersMaterials:●Stu dent’s Book 3A page 12●Cassette 3A and a cassette player●Word and Picture Cards 3A● A cardboard box with lid●Card and scissors●Workbook 3A pages 8 and 9●Photocopiable page 10Steps:Pre-task preparation:1.Introduce: the door/table/window/blackboard/box.2.Say: Look at the blackboard/door/table/window/box. Thestudents perform the actions.3.Introduce: Clean the blackboard/table. Open/Close thedoor/box.4.Practice the instructions, with the students performing theactions.Post-task activities:●Play a simplified version of Simon Says as a class activity.●Workbook page 8●Review the vocabulary.●Trace and write the words.●Workbook page 91.Read the dialogues and decide on the answers.2.Select pairs to read the dialogue.3.Circle the correct verbs and trace the faint words.4.The pairs practice the dialogue.5.Act out the dialogue.Consolidation:At this stage Grammar Practice Book 3A pages 10 and 11 could be used to practice and consolidate the oral and written language in this section further.The Third PeriodDimension targets:●Establish and maintain relationships in carrying out classroomactivities●Obtain and provide information in simple classroom situationsthrough role-playLanguage focus:●Using formulaic expressions to greet people and take leave (e.g.Goodbye.)●Using formulaic expressions to ask how someone is, andresponding● e.g. How are you? Fine, thanks.Language skills:1.Open an interaction by greeting someone politely2.Open an interaction by eliciting a response (How are you?)3.Close an interaction by using appropriate formulaic expressions Materials:●Student’s Book 3A page 14●Cassette 3A and a cassette player●Paper or card to make number and word cards 1-10●Strings for the numbers game and 10 clothes-pegs●Photocopiable page 13Steps:Pre-task preparation: (1)e two soft toys to model the dialogue.2.The class should repeat the dialogue several times3.Listen to the cassette and repeat it.While-task procedure: (1)Practise the dialogue in groups of four.Select groups to act the dialogue for the class.Post-task activities: (1)1.Extend the task by having the same groups practice the dialogue,substituting their own names.2.Select groups to act the modified dialogues. Check students’pronunciation, and correct if necessary.3.Photocopiable page 13: Act a story.4.Make number cards and put the numbers in order. Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 58 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in thesheet accordingly with the appropriate amount of support from me, depending on individual students’ ability. Assessment:Module 1: Getting to know you Units 1-4Module 2Me, my family and friends Unit 1: My friends (3)Unit 2: Feelings (3)Unit 3: Families (6)Unit 1My friendsTasks and clusters of tasksGreetings●Learners identify their classmates in terms of size●Learners play a recognition game●Learners perform an action rhyme featuring adjectives of size Language learning objectivesFunctions●Introducing oneself●Identifying people●Mentioning something for the first time●Describing people●Finding out a person’s identityLanguage/Vocabulary●Predicative adjectives: fat, thin, big, small, tall, short●Wh-question: Who are you/is he/is she?●Who is your friend?●Pronoun: he, she, I’m/You’re … He’s/She’s …●Nouns: boys, girls, mothers, teachers, babies, friend●Definite article: a girlFormulaic expressions●Hello/Hi, …SkillsSpeaking●Using modelled phrases to open and maintain an interaction byproviding information in response to factual questions Listening●Identifying key words in an utterance by recognizing stress●Locate specific information in response to simple questions Writing●Add personal ideas and information to writing when a frameworkis providedResources●Student’s Book 3A P15-17●Wallpictures 3A●Word and Picture Cards 3A●Cassette 3A●Photocopiable page14●Workbook 3A P10-12, P39-41●Grammar Practice Book 3A P12-14●Student’s self-assessment sheet P59The First PeriodDimension targets:●Establish and maintain relationships in carrying out classroomroutines●Provide and present simple information on a familiar topic●Obtain information through an interactive gameLanguage focus:●Asking Wh-questions to find out a person’s identity (e.g. Whoare you?)●Using indefinite articles to mention something or someone forthe first time(e.g. I’m a girl.)●Using adjectives to describe people (e.g. I’m tall.)Language skills:Speaking:●Use modelled phrases to open and maintain an interaction byproviding 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 frameworkis providedMaterials:●Student’s Book 3A page 15●Cassette 3A and a cassette player●Word and Picture Cards 3A●Wallpictures 3A●Workbook 3A page 10●Magazines and scissorsSteps:Pre-task preparation:1.Select pairs of students to illustrate: tall/short, big/small,thin/fat2.Introduce: tall/short, big/small, thin/fat3.Play the cassette for Look and Say.4.Practise the adjectives using the flashcards.5.Introduce: Who are you?6.Ask Who are you? to elicit:I’m (name). I’m a boy/girl. While-task procedure:1.Encourage the students to talk about themselves in terms ofsize and sex, using the About you model.2.Play a guessing game.Post-task activities:Workbook page 101.Read 1 and 2 on page 10. Explain: Tick.2.The students complete 3 and 4.3.Select students to read the completed statements in 2, 3 and4.4.Explain the task. Students draw their picture in the panel andcomplete their own description.5.Ask individuals to read out the description of themselves Consolidation:At this stage Grammar Practice Book 3A page 12 could be used to practise and consolidate the language in this section further.The Second PeriodDimension targets:●Provide and present simple information on a familiar topic●Obtain information in simple classroom situations throughrole-playLanguage focus:●Asking Wh-questions to find out a person’s identity (Who is myfriend?)●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 an utterance by recognizing stresse.g. Who is he? He’s tall.●Locate specific information in response to simple questions●Discriminate between words with different initial soundsn-, o-, p- and q-.Speaking:●Use modelled phrases to open and maintain an interaction byproviding a response to factual questions●Pronounce correctly words in isolation with initial sounds n-, o-,p- and q-.Writing:●Add personal information to writing when a framework isprovidedMaterials:●Student’s Book 3A page 16●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A pages 11; 39, 40 and 41●Photocopiable page 14Steps:Pre-task preparation:●Review: tall, short, thin, fat, big, small.●Introduce: Who is he/she? ; He’s/She’s (name) ; friend.●Go around the class asking Who’s he/she? to elicit: He’s/She’s__ .●Play the cassette. Listen and repeat.●Practice Who’s he/she?。
