人教PEP小学英语五年级上册英文全集 81页

‎2013年度第一学期 第五册英语 教学工作计划 学生基础知识、基本技能、智力状况及学习情感的简要分析：‎ 五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。他们强烈的求知欲使他们更自觉的想学好英语。‎ 五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。‎ 本学期学科教学的目的要求：‎ 1、 能听、说、读、写92个单词或短语以及13组句子和9个单句。（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并能读懂简短语篇。‎ 2、 能听、说、认读16个单词。‎ 3、 能学会6个手工制作。‎ 4、 能听懂、会唱8首歌曲。‎ 5、 能听懂、会吟唱12首歌谣。‎ 6、 能完成6个自我评价活动。‎ 7、 能理解6个幽默小故事。‎ 8、 能了解6项简单的中西方文化知识。‎ ‎ ‎ 提高教学质量的打算：‎ 教学进度表 本学期上课23周共48课时，其中新授课36节，复习考试6节，机动6节。‎ 周次 起讫日期 教学内容（章节或单元）‎ 教学辅助 活动 实际完成情况 ‎1‎ ‎9.1-9.3‎ Review ‎ ‎2‎ ‎9.6-9.10‎ Unit1 lesson1、2、3‎ ‎3‎ ‎9.13-9.17‎ Unit1 lesson4、5、6‎ ‎4‎ ‎9.20-9.24‎ Unit2 lesson1、2‎ ‎5‎ ‎9.27-10.1‎ Unit2 lesson3、4、5‎ ‎6‎ ‎10.4-10.8‎ Unit2 lesson6 Unit3 lesson1‎ ‎7‎ ‎10.11-10.15‎ Unit3 lesson2、3、4‎ ‎8‎ ‎10.18-10.22‎ Unit3 lesson5、6‎ ‎9‎ ‎10.25-10.29‎ Recycle1 lesson1、2‎ ‎10‎ ‎11.1-11.5‎ Recycle1 lesson3 Unit4 lesson1‎ ‎11‎ ‎11.8-11.12‎ Unit4 lesson2、3、4‎ ‎12‎ ‎11.15-11.19‎ Unit4 lesson5、6‎ ‎13‎ ‎11.22-11.26‎ Unit5 lesson1、2、3‎ ‎14‎ ‎11.29-12.3‎ Unit5 lesson4、5、6‎ ‎15‎ ‎12.6-12.10‎ Unit6 lesson1、2‎ ‎16‎ ‎12.13-12.17‎ Unit6 lesson3、4、5‎ ‎17‎ ‎12.20-12.24‎ Unit6 lesson6 Recycle2 lesson1‎ ‎18‎ ‎12.27-12.31‎ Recycle2 lesson2、3‎ ‎19‎ ‎1.3-1.7‎ Review 1‎ ‎20‎ ‎1.10-1.14‎ Review 2‎ ‎21‎ ‎1.17-1.21‎ Review 3‎ ‎22‎ ‎1.24-1.28‎ Review 4‎ ‎23‎ ‎1.31-2.4‎ Review 5‎ ‎24‎ ‎25‎ 课时授课计划 UNIT 1 MY NEW TEACHER Unit 1 Lesson1 (Let’s start Main scene Part A Let’ s learn Let’s find out Part C Let’s sing)‎ 1. Teaching aims ‎(1). Be able to ask: “who’s your art teacher? What’s he like?” and give the right answer.‎ ‎(2). Be able to master those words: old, short, thin, tall, strong, in four skills.‎ ‎(3). Be able to understand the orders, and to finish the tasks of “Let’s find out”.‎ ‎(4). Be able to sing the song of “ My New Teacher”.‎ 2. Key and difficult points ‎(1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according to the sentence.‎ ‎(2). Master the words: old, short, thin, tall, strong, in four skills.‎ 3. Teaching aids ‎(1). English cards, teacher’s photos, castle 4. Teaching steps ‎(1). Warm up a. Let’s chant: big and small, long and short.‎ b. Listen to the “Let’s start”.‎ c. T: hi, everyone! Nice to see you again. What grade are you in now? ‎ What are we going to learn in this term? Guess!‎ This unit we’ll learn My New Teacher.‎ ‎(2). Preview ‎ Do you have new teachers? Who are they?‎ Who’s your…teacher?‎ Mr. / Miss…‎ ‎ (3). Presentation ‎ Let’s start ‎ a. Rabbit has many new teachers in her school. ‎ b. Task: Sarah will introduce some new teachers to you. Who’s the new teachers?‎ Let’s learn ‎ a. They are Sarah’s teachers. Describe these teachers.‎ ‎(Put up the surname on the picture)‎ Who’s Sarah’s …teacher?‎ Mr. / Miss…‎ What’s he/she like?‎ He’s/ She’s …‎ ‎(Review the words: strong, tall, short, thin, and present the new words: young, kind, old, funny.)‎ a. Learn the new words, read and spell.‎ b. Listen to the tape and read after it.‎ c. Describe your own teachers.‎ Who’s your …teacher?‎ Who’s Sarah’s …teacher?‎ Mr. / Miss…‎ What’s he/she like?‎ He’s/ She’s …‎ ‎ T-S S-S Let’s find out a. Guess: ‎ This is our P.E. teacher. He’s tall and strong. He’s a little old. He’s very funny. We all like him. Who is he?‎ This is our math teacher. She’s tall, she’s not strong and she’s not thin. She teaches in grade 6.‎ b. Make the dialogue and pick up the right picture in Ss book..‎ Let’s sing ‎ a. Learn to sing the song of “My New Teacher”.‎ ‎(4). Consolidation and extension a. Do listening practice in the activity book P1.‎ b. Write the four-skilled words four times.‎ c. Design the task according to the “Let’s find out”‎ Such as: She’s tall. She’s beautiful. She’s very young. We all like her. Who’s she?‎ Teaching notes:‎ Unit 1 Lesson2 (Part A Let’s try Let’s talk Part C Good to know)‎ ‎1. Teaching aims ‎(1). Be able to say: Who’s your math teacher? Mr Zhao. What’s he like? He’s thin and short. He’s very kind, and can use it freely.‎ ‎(2). Be able to understand the “Let’s try”, and to finish the exercise.‎ ‎(3). Be able to know the part of the “Good to know”.‎ ‎2. Key and difficult points ‎(1). Master the sentences of this lesson, and can use it freely in daily life.‎ ‎(2). Help students to catch the new words and new sentence in “Let’s try”.‎ ‎3. Teaching aids ‎ some teacher’s photos, some pictures, castle ‎4. Teaching steps ‎(1) Warm up a. Sing: My New Teacher ‎ a. Chant.‎ ‎(2). Preview a. Ask & Answer ‎ Who’s your…teacher? Mr./Miss ‎ What’s he/she like? He’s/She’s…and…. ‎ ‎(Fill in the words we have learned.)‎ ‎(3). Presentation ‎ ‎ Let’s try (Do listening practice.)‎ ‎ Explain how to do.‎ ‎ Let’s talk a. Show the part of photos quickly, then ask students to recall who are they?‎ b. Listen to the tape and read after it.‎ c. Make a dialogue with your partner.‎ A: Who’s your…teacher?‎ B: Mr. /Miss…‎ A: What’s he/ she like?‎ B: he’s /She’s …‎ T-Ss S-S ask and answer d. Activity book P2 number 4 Talk about your teachers with your partner.‎ ‎ Teacher do it with a student first, Ss ask and answer with the partner.‎ Good to know ‎ Person who speaks English used to call “Mr Zhang or Zhangming”, that is “Mr +surname or just name”. They never say “Mr Zhangming”.‎ Explain the difference between China and Western countries.‎ ‎(4). Consolidation and extension a. Do the listening practice in activity book. P2 number 3.‎ Explain how to do first.‎ b. Listen to the type and read it to your friends.‎ c. Tell your parents what you have learned in “Good to know”.‎ Teaching notes:‎ Unit 1 Lesson3 (Part A Read and write Pair work Part C Pronunciation )‎ ‎1.Teaching aims ‎(1). Be able to say the dialogue and can use it in daily life.‎ ‎(2). Be able to master the sentences: “Who’s your English teacher? Mr Carter. What’s he like? He’s tall and strong.”, in four skills.‎ ‎(3). Be able to understand the regulation of Pronunciation, and can read these words.‎ ‎2. Key and difficult points ‎(1). Master the sentences in four skills.‎ ‎(2). Have the right pronunciation.‎ ‎3. Teaching aids ‎ some teacher’s photos, some cartoon pictures, castle, English cards ‎4. Teaching steps ‎(1). Warm-up a. Chant. ‎ b. Guess teacher (one student chose one of photos, and ask other students to guess who’s he/she?)‎ c. Greeting T-S: Look, I like our Chinese teacher. She’s short. What about you? ‎ ‎(2). Preview a. Spell the words: old, short, thin, tall, strong.‎ ‎(3). Presentation ‎ ‎ Read and write a. T: Zhang Peng and Tim have a short dialogue. Please listen carefully and answer my questions.‎ b. Listen to the tape.‎ ‎ First time: What are they talking about?‎ ‎ Second time: (1) How many new teachers does Zhang Peng have?‎ ‎(2) Who are they?‎ ‎(3) Who’s Zhang’s English teacher?‎ ‎(4) Where’s he from?‎ ‎(5) What’s he like?‎ ‎(6) Who’s he?‎ c. Open the book, then ask students to learn the dialogue by themselves, and to find some difficult points.‎ d. ‎ Read after the tape.‎ e. Help the students to solve the difficult points, and to finish the questions.‎ f. Learn to write the sentences.‎ Teach them how to write formally.]‎ Pair work ‎ Teacher prepares the cards, let the students make a dialogue.‎ A: Who’s that man/woman?‎ B: He’s/She’s…‎ A: What’s he like?‎ B: he’s /She’s …‎ T-Ss Ss-Ss Pronunciation a. Read the word according to their regulation of pronunciation.‎ b. Listen to the tape and read after it.‎ c. Practice the tongue cross.‎ ‎(4). Consolidation and extension a. Do the activity book.P3 number 5, 6.‎ Listen twice, filling the blank and tick or cross.‎ b. Listen to the tape and read it to your parents or friends.‎ c. Write the four sentences four times.‎ Teaching notes:‎ Unit 1 Lesson4 (Part B Let’s chant Let’s learn Part C story time)‎ ‎1.Teaching aims ‎ ‎(1). Be able to say “Let’s chant”‎ ‎(2). Be able to master the words: kind, funny, young, smart, active in four skills. Be able to read, speak and understand some phrases about the strict, principal, university student, and can use it freely.‎ ‎(3). Be able to understand the story ‎2. Key and difficult points ‎(1). Be able to use the words: principal, university, student, strict, smart, active freely, and learn these words in four skills.‎ ‎(2). The pronunciation of “university, principal, strict”.‎ ‎3. Teaching aids Some finger marks, some relative pictures, some teacher’s or student’s photos, English cards ‎4. Teaching steps ‎(1). Worm up a. Let’s sing ‎ b. Greeting A: Who’s your Chinese teacher? Is she quiet/ short…?‎ ‎ B: Yes. Miss Liu is our Chinese teacher. She’s quiet/short…‎ ‎ A: What’s your science teacher like? ‎ ‎ …‎ ‎(2). Preview ‎ a. Let’s guess.‎ She’s a lady in our school. She has short hair, she has a pair of glasses. Now you can ask me the questions to get the answers.‎ Ss: Is she…?‎ ‎(3). Presentation A Let’s learn ‎ ‎ a. Yes, she is our principal. She’s Miss/ Mrs Qiu. ‎ Learn to say the words: principal.‎ b. Is she strict?‎ Yes, she is , but she’s very kind.‎ Learn to say and spell the words: strict c. Is she active? Yes, she is, she’s very active./ No, she isn’t. she is quiet.‎ ‎ Learn to say and spell the words: active/ quiet.‎ d. Learn the new words according to some teacher’s photos.‎ smart, kind, funny.‎ e. Pay more attention to the pronunciation of “university and strict”.‎ f. Listen to the tape and read after it.‎ ‎ ‎ B Let’s chant a. Play the chant in Part B, and ask the students to tell the teacher what they have understood.‎ b. Listen to the chant again and read after it.‎ C Story time a. Listen to the story and discuss this story with your partners.‎ b. Read the story ‎ ‎4. consolidation and extension ‎(1). Finish the listening exercise in Activity book.‎ ‎(2). Listen to the “Let’s chant” and read it to you parents.‎ ‎(3). Adjust the chant according to your interesting.‎ Teaching notes:‎ Unit 1 Lesson5 (Part B Let’s try Let’s talk Group work Part C Let’s check)‎ ‎1. Teaching aims ‎ ‎(1). Be able to say the sentences: “Who’s that young lady? She’s our principal. Is she strict? Yes, she is. / No, she isn’t”, and can use it in situation.‎ ‎(2). Be able to finish the “Let’s check”, and make the right assessment to their ‎ study in this unit.‎ ‎2. Key and difficult points ‎(1). Be able to replace the key words in the sentences, and use these sentences freely.‎ ‎(2). Be able to give the positive or negative answers to the question sentences “Is he/she…?”‎ ‎3. Teaching aims some teacher’s photos, some pictures and some English cards.‎ ‎4. Teaching steps ‎(1). Warm-up a. Let’s chant in Unit 1‎ b. Show the new chants, and choose which one is the best.‎ ‎(2). Preview a. Who’s your principal? Miss Qiu. Is she young? No, she’s old. She’s very kind.‎ b. To replace the key words and make the new sentences.‎ ‎(3). Presentation ‎ A. Let’s talk a. Put up the picture. Who’s that young lady? Now listen to the dialogue between Helen and John, and think about it.‎ b. Listen to the tape, ask and answer.‎ T: Who’s that young lady?‎ ‎ Is she strict / kind / active / quiet?‎ c. Listen to the tape and read after it.‎ ‎ T-S S-S B Group work: Guess the person.‎ a. How many words we can describe others? What are they?‎ Old/ kind/ young/ thin/ strong / tall / short / pretty / active / quiet / strict / nice / smart / funny b. Ss make a puzzle: ‎ Such as: I have a new friend/…teacher. Guess: Who’s he/she?‎ Ss: A boy or a girl? Is she/he tall/short/quiet/active…?‎ ‎ C. Let’s try ‎ D. Let’s check ‎4. consolidation and extension ‎(1) To finish the listening exercise in Activity book.‎ P5 listen and write YES and NO.‎ ‎(2). Listen to the tape and read the dialogue to your friends.‎ ‎(3). Try to describe your favorite teacher to your parents.‎ Teaching notes:‎ Unit 1 Lesson6 (Part B Read and write Talk and draw Part C Task time)‎ ‎1. Teaching aims ‎(1). Be able to say the sentences: I have a new math teacher. Her class is so much fun. Really? What’s she like? She’s young and pretty. She’s university student.‎ ‎(2). Be able to master the read sentences in four skills.‎ ‎(3). Be able to finish the task of “Talk and draw”.‎ ‎2. Key and difficult points ‎(1). Master the sentences: “Is she quiet? No, she isn’t. She’s very active. Is she strict? Yes, she is, but she’s very kind.” in four skills.‎ ‎(2). Do the nice cards and introduce it in English.‎ ‎3. Teaching aids English cards, some materials ‎ ‎4. Teaching steps ‎(1). Warm-up Let’s chant Guess: Who’s this man? She’s our …teacher. I like her.‎ ‎ Is he strict? Yes, he is.‎ ‎(2). Preview ‎ To spell the words ‎(3). Presentation ‎ A. Read and write a. Look at the picture and try to describe the teacher b. Read the dialogue with your partner, and try to understand it.‎ T: who’s that young lady?‎ ‎ What about her class?‎ ‎ What’s she like?‎ ‎ Is she a university student?‎ ‎ Is she quiet…?‎ c. Listen to the tape and read after it.‎ d. Finish the questions.‎ e. Learn to write the red sentences ‎ ‎ B. Talk and draw One say and another draw it according to what he understand.‎ C. Task time Encourage students try to solve the questions in English.‎ ‎4. Consolidation and extension ‎(1). Do the reading exercise in Activity book.‎ P6. read the passage with your partner, do the excises first, and check together.‎ ‎(2). Listen to the tape and read it to your parents, and write the sentences in four skills.‎ ‎ ‎ Teaching notes:‎ Unit 2 My days of the week Unit 2: lesson1( Let’s start Let’s chant A Let’s learn. Let’s play C Let’s sing)‎ ‎1. Teaching Aims: ‎ (1) Three skills for sentences: What day is it today? What do we have on Mondays?‎ (2) Four skills for words: Monday, Tuesday, Wednesday, Thursday, Friday.‎ ‎(3) Can do “Let’s play.”‎ ‎(4) Sing a song: My days of the week.‎ ‎2. Key and difficult points:‎ Words: Monday, Tuesday, Wednesday, Thursday, Friday.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ Free talk.‎ T: What time is it? Guess.‎ ‎ It’s … it’s time for English class.‎ ‎(2). Preview:‎ Use the time schedule on the board: It’s 8:35. It’s time for Chinese.‎ ‎ It’s 9:25. it’s time for math class…‎ Lead sentences: We have Chinese, math, English---on Mondays.‎ ‎(3). Presentation:‎ a. Let’s chant.‎ T leads Ss to chant.‎ b. Learn the new words: Monday, Tuesday, Wednesday, Thursday, and Friday.‎ After chant, read the word cards and spell the words.‎ ‎①Monday/ M-O-N-D-A-Y. lead the Ss to recite.‎ The same to teach Tuesday.‎ ‎②T: What day is it today?‎ ‎ Ss: It’s Wednesday. Spell.‎ ‎ The same way to teach Thursday and Friday.‎ ‎③drill, practice.‎ c. Show picture and introduce the time schedule ‎ T: What day is it today? ‎ Ss: It’s Monday.‎ ‎ T: What do you have on Mondays? ‎ Ss: We have…on Mondays.‎ T leads Ss to answer.‎ T—Ss, Ss-Ss, Ss-S1 ‎ d. Read after the tape.‎ a. Let’s play.‎ b. Sing a song.‎ c. T write the new words and Ss write after T and find the rule of writing and remembering these words.‎ ‎ (4). Consolidation and extension:‎ a. Do the listening exercise in Activity book. P9 (1), (2)‎ T explains the exercise, listen and match, finish the sentences.‎ b. Write the new words four times and recite them.‎ c. Ss book P18: Design a time schedule and show them in the class.‎ Teaching notes:‎ Unit2 Lesson 2(A Let’s try. Let’s talk. Group work. C Good to know.)‎ ‎1. Teaching Aims:‎ (1) Two skills for sentences: What day is it today? It’s---What do you have on---? We have---.I like---and can talk with each other.‎ (2) Good to know.‎ ‎2. Key and difficult points:‎ ‎ (1) Three skills for sentences: What day is it today? It’s---What do you have on---? We have---.I like---. Can talk with each other use sentences have learnt.‎ ‎(2) Let’s try.‎ ‎3. Teaching aids:‎ Pictures, cards, tape, calendar.‎ ‎4. Teaching steps:‎ ‎(1). Warm-up:‎ a. Sing a song: My days of the week.‎ b. Free talk.‎ T: What day is it today?‎ Ss: It’s Wednesday.‎ Spell.‎ What do you have on Wednesdays?‎ I have Chinese, math….on Wednesdays.‎ T uses the schedule to lead the students answer this questions.‎ ‎(2). Preview:‎ a. Review the new words. Read and spell.‎ b. Do: Let’s try.‎ Instruct the Ss to do the exercise.‎ ‎(3). Presentation:‎ Let’s talk.‎ a. Ss read the text first and think about two questions: ‎ What day is it today? What classes should Amy learn this day?‎ b. Answer the questions: ‎ Ss: It’s Wednesday. Amy has English, science, computer and P.E. on Wednesdays.‎ ‎ T: Does she like Wednesdays? ‎ ‎ Ss: Yes, she like Wednesdays.‎ ‎ T: Do you like Wednesdays? Why?‎ ‎ Ss: Yes, I like Wednesdays. Because we have…/ No, I don’t like Wednesdays.‎ a. Read after the tape.‎ T-Ss, Ss-Ss, recite.‎ b. Show the picture, T-Ss, Ss-Ss, Ss-S1 ask and answer.‎ Group work Ss book P18 we have write down the time schedule. Please look at it, let’s ask and answer.‎ T: what do you have on ….?‎ Do you like ….? Why? ‎ I like….because we have …on….‎ Ss say to the partners.‎ Activity book P10‎ Fill in the blank and read.‎ Good to know.‎ Mother’s Day, Father’s Day and Thanksgiving day.‎ ‎(4).Consolidation and extension:‎ a. Do the listening exercise in Activity book. P10 (3)‎ T explains the exercise, listen and write the number.‎ b. Read to your partners, and design a new time schedule.‎ Teaching notes:‎ Unit2 lesson3( A Read and write. Pair work. C Pronunciation)‎ ‎1. Teaching Aims:‎ ‎(1) Can know the meaning of the story.‎ ‎(2) Four skills for sentences.‎ ‎(3) Pronunciation.‎ ‎2. Key and difficult points:‎ Four skilled sentences and pronunciation.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s chant.‎ b. Sing a song: My days of the week.‎ c. Free talk.‎ T: What day is it today/tomorrow?‎ What do you have on…?‎ ‎ Which day do you like?‎ ‎(2). Preview:‎ Spell words.‎ ‎(3). Presentation:‎ Read and write a. T show picture and ask: It’s time to go bed. Mike puts away his textbooks. But he puts wrong books in his schoolbag. Why? ‎ b. Read the dialogue by students. Lead Ss to find the answer quickly c. Listen to the tape, sentences by sentence.‎ d. T asks questions.‎ T: what day is it today?‎ ‎ What dose Mike have on Wednesdays?‎ ‎ What day is it tomorrow?‎ ‎ What dose he have tomorrow?‎ a. Read together after T, check the answer.‎ b. Write the sentences after T.‎ Pronunciation.‎ ‎(4). Consolidation and extension:‎ a. Pair work: ask and answer in pairs. What do you have on…?‎ b. Activity book P11, P15 explains the exercise.‎ c. Write the sentences four times.‎ Teaching notes:‎ Unit2 lesson4(B Let’s learn. Let’s chant C Story time.)‎ ‎1. Teaching aims:‎ (1) Can do: Let’s chant.‎ (2) Four skills for words: Saturday, Sunday. Can say phrases: do homework, watch TV, read books.‎ (3) Story time.‎ ‎2. Key and difficult points:‎ ‎(1) Words: Saturday, Sunday. phrases: do homework, watch TV, read books.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1). Warm-up:‎ a. Let’s chant.(P14)‎ ‎(2). Preview: Pass the sentences T: What do you have on Mondays?‎ S1: We have…on Mondays. What do you have on Tuesdays?‎ S2: We have…on Tuesdays…..‎ S3:‎ ‎ (3). Presentation:‎ a. You have many classes on Monday, Tuesday, Wednesday, Thursday and Friday. These are weekdays. But we have the other two days. They’re Saturday and Sunday.‎ b. Read and spell Saturday and Sunday. They’re weekends.‎ c. What do you do on Saturdays and Sundays? Let’s chant (P19)‎ d. Act what do they do on weekends. Guess.‎ Lead to phrase: do homework, watch TV, read books.‎ e. Read after the tape and practise the sentences.‎ f. Let’s chant.‎ g. T act the other actions: play football, play basketball, play the violin, play the piano, paint, play computer games, listen to music…‎ Ask and answer: what do you do on…? I ….on …‎ T-Ss Ss-Ss Ss-S1‎ h. Ss write the new words after T.‎ Story time T put up the picture, Ss read first, and listen to the tape, read after the tape and T, act the story.‎ ‎(4). Consolidation and extension:‎ a. Activity book P12(1) listen and match.(2)finish the sentences. ‎ With the T’s instruction. ‎ b. Write the new words four times.‎ c. Write different chants.‎ Teaching notes:‎ Unit2 lesson5( B Let’s try. Let’s talk. Pair work. C .Let’s check.)‎ ‎1. Teaching aims:‎ (1) Two skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read books and watch TV.‎ (2) Can do “Let check.”‎ ‎2. Key and difficult points:‎ ‎ (1) Three skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read books and watch TV. Can talk with each other use sentences have ‎ learnt.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s chant.‎ a. Free talk.‎ T: what day is it today?‎ What do you have on…?‎ ‎(2). Preview:‎ On weekdays, we study hard. On Saturdays and Sundays we can do other things and have good rest. What do you do on Saturdays and Sundays?‎ ‎ Review the words and sentences have learnt.‎ ‎(3). Presentation:‎ Let’s try.‎ ‎ Listen and circle.‎ Let’s talk.‎ a. Read by the students first.‎ b. Ask and answer: What does ChenJie do on Saturdays/Sundays?‎ c. Read after tape sentence by sentence.‎ Read: T-Ss Sb-Sg Ss-S1‎ Pair work. ‎ Use more phrases, let the students ask and answer in pairs.‎ T: What do you do on…?‎ Do sports: play football, play basketball, go swimming, go fishing, go to the park…‎ Listen to music, play the violin, play the piano…‎ paint, play computer games, do some shopping.‎ Let’s check.‎ ‎4. Consolidation and extension:‎ a. Activity book P13(1) listen and match.(2)read and circle YES or NO.‎ b. Arrange your weekends reasonable.‎ d. Activity book P14(5)‎ Teaching notes:‎ Unit2 lesson 6 (B. Read and write. Group work. C Task time.)‎ ‎1. Teaching aims:‎ ‎ (1) Can know the meaning of the story.‎ (1) Four skills for sentences.‎ (2) Task time.‎ ‎2. Key and difficult points:‎ Four skilled sentences and task time.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ ‎ New chant (make by Ss)‎ ‎(2). Preview:‎ a. Spell the words and phrases.‎ b. Group work: what do you do on…?‎ c. Check the Activity book P14‎ ‎(3). Presentation:‎ a. Ss read the text and answer the question using the sentences.‎ b. Listen to the tape. Answer the questions:‎ Zoom and his aunt Cathy are talking about his weekend, now listen and answer my questions.‎ What time is it?‎ What day is it today?‎ What does Zoom do on Saturday?‎ Which is the best?‎ Does he like Saturdays?‎ Aunt Cathy also has her homework, what’s this?‎ c. Read after the tape. Read together, check the answer.‎ d. Write the sentences with T’s instructor.‎ Group work.‎ ‎ T asks one student: what do you do on…? ‎ ‎ Then say I can play with you! And write down the student’s name.‎ ‎ Work in the groups.‎ Task time.‎ Tell the Ss the request, and ask them to do this excites after class.‎ ‎(4). Consolidation and extension:‎ a. Check the Activity book P14 (5)‎ b. Write the sentences.‎ Teaching notes:‎ Unit 3 What’s your favorite food?‎ Unit 3 lesson1( Let’s start main scene A Let’s learn. Group work.)‎ ‎1. Teaching aims: ‎ (1) Three skills for sentences: What would you like for lunch? I’d like---.‎ (2) Four skills for words: tomato, tofu, green beans, fish, potato, eggplant.‎ (3) Three skills for words: cabbage, mutton, pork.‎ (4) Group work.‎ ‎2. Key and difficult points:‎ Words: tomato, tofu, green beans, fish, potato, eggplant, cabbage, mutton, pork.‎ ‎3. Teaching aids:‎ Pictures, cards, tape, co lour pens.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Sing a song. “What would you like?”‎ b. Let’s chant (Pep4)‎ ‎(2). Preview:‎ a. Put up the cards(food), ‎ T: We have many food here. What would you like?‎ Ss: I’d like some….‎ Tofu/fish spell.‎ b. Show a picture in “Let’s start.” and let Ss guess the food.‎ ‎(3). Presentation:‎ Let’s learn a. Tomato& potato T shows card: tomato.‎ Read and spell.‎ The tomatoes are juicy and red. What about potatoes?‎ They’re tasty and brown. teach “potato” in the same way.‎ b. mutton, cabbage, pork.‎ T teaches words: mutton, cabbage, pork. Ss read after T. Recognize quickly and read quickly.‎ c. Green beans& eggplant.‎ What colour is it? It’s green.‎ Yes, it’s green beans. Read and spell.‎ It’s the vegetable. It’s purple. Guess what’s this?‎ It’s eggplant. Read and spell.‎ d. Ss listen to the tape and read the words.‎ e. Play a game: T tells words, Ss tell the color of the vegetables, and then T tells the vegetables’ character. Ss tell the words.‎ f. To consolidate the words have learnt.‎ Group work.‎ T: what would you like for lunch?‎ Ss: I’d like some…‎ T takes off a word card, say “Sure”.‎ Let Ss say ”Thank you”.‎ T takes off a word card, say “Sorry, no…”‎ Let Ss use small cards to talk in groups.‎ Let’s chant.‎ ‎(4). Consolidation and extension:‎ a. Activity book P17(1)listen and match(2)write and say.‎ b. Write the new words four times.‎ Teaching notes:‎ Unit 3 lesson2( A Let’s try. Let’s talk. Talk and match. C Good to know.)‎ ‎1. Teaching aims:‎ (1) Two skills for sentences: What do you nave for lunch today? I have eggplant---and can talk with each other.‎ (2) Good to know.‎ ‎2. Key and difficult points:‎ ‎(1) Three skills for sentences: What do you nave for lunch today? I have eggplant--- Can talk with each other use sentences have learnt.‎ ‎(2) Let’s try.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s chant.‎ b. Free talk.‎ T: What would you like for lunch?‎ ‎(2). Preview:‎ ‎ What would you like for lunch? Means “你中午想吃什么？”‎ But how to say“你吃了什么？”‎ Listen to a song: What do you have for lunch?‎ After the song, do you know how to say“你吃了什么？”‎ Yes, that’s “what do you have for lunch?”‎ Let’s try.‎ ‎(3). Presentation:‎ Let’s talk.‎ a. Read by students first, and answer the questions.‎ T: What does Mike have for lunch today? what about Sarah?‎ Ss: Mike ha eggplant and tomatoes, and Sarah has onions and green beans.‎ a. Show the sentences: What do you have for lunch today? Ss read and practise the new sentence.‎ b. Practise the sentences in pairs: use the picture.‎ T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.‎ c. Play a game: One choose a card and the other Ss ask, the one choose card answer using words and sentences have learnt.‎ d. Read the text after the tape. ‎ ‎ T-Ss, Ss-Ss Talk and match.‎ Ask your paterner: What do you have for lunch today?‎ Talk and match the food. ‎ T: what does your paterner have for lunch today? ‎ Ss: She/ he has…‎ ‎ ‎ Good to know.‎ Tell Ss the traditional Chinese food, and the festivals. ‎ ‎(4). Consolidation and extension:‎ a. Check the answers in Activity book P17, point out we should plus “es” after tomato and potato.‎ b. Activity book P18(3) Listen and match(4)make a survey. ‎ a. Ss’s bookP30 make your menu. Ask Ss to write down a menu he want to give us Ss.‎ Teaching notes:‎ Unit 3 lesson3( A Read and write. Group work. C Let’s sing.)‎ ‎1.Teaching aims: ‎ ‎(1) Can know the meaning of the story.‎ (1) Four skills for sentences.‎ (2) Sing a song.‎ ‎2. Key and difficult points:‎ Four skilled sentences.‎ ‎3. Teaching aids:‎ Pictures, cards, tape, school menu.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Sing a song;‎ b. Free talk.‎ T: What day is it today?‎ Ss: It’s …‎ T: What do you have for lunch on …? (Show the word cards (food)‎ Ss: We have… ‎ ‎(2). Preview:‎ Let’s chant.‎ ‎(3). Presentation:‎ ‎ Group work ‎ a. Show a form (put up word cards (Mon.—Fri.)‎ T: There are five days we have lunch at the school. Let’s make a school menu.‎ Put up the word cards (food)‎ Ask and answer:‎ What do you have for lunch on…?‎ I / we have…‎ That sounds good.‎ T-Ss Ss-Ss Ss-S1‎ At last, T shows the menu.‎ T: This is our school menu.‎ b. Design a menu ( Ss’ book P30), talk about the food in groups.‎ ‎ ‎ ‎ Read and write.‎ a. Read by students. And answer the questions.‎ What does Amy have for lunch on Mondays?‎ What would she like for dinner today?‎ b. Listen to the tape and repeat.‎ a. Read after T, and read together.‎ Check the answers in book P30‎ ‎ Let Ss find out what should we pay attention to the writing.‎ b. Practise the sentences.‎ ‎(4). Consolidation and extension:‎ a. Activity bookP19(5)listen and write.(6)read and tick or cross.‎ b. Write the sentences four times.‎ c. Design a menu at home to your parents.‎ Teaching notes:‎ Unit 3 lesson4( B Let’s learn. Let’s chant )‎ ‎1. Teaching aims: ‎ ‎(1) Be able to master the words: tasty, salty, sour, fresh and sweet in four skills. and three skill for word: healthy .‎ ‎(2). Be able to say “Let’s chant”‎ ‎(3) Can use the adj. to describe the favorite food.‎ ‎2. Key and difficult points:‎ (1) Four-skilled words: tasty, salty, sour, fresh, sweet (2) The pronunciation of “healthy”.‎ (3) To describe the favorite food.‎ ‎3. Teaching aids:‎ Pictures, cards, apples, orange, sugar, salty, vinegar and tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s chant.(PEP4 Unit6)‎ b. Free talk.‎ T: Do you like tomatoes/onions? Why?(they’re juicy and tasty, they’re smelly.)‎ ‎(2). Preview:‎ T: Do you like apples? Why?(they’re yummy and tasty)‎ ‎ Please taste it.‎ Ss taste the apple, and enjoy a song “an apple a day”‎ ‎(3). Presentation:‎ Let’s learn a. Tasty& sweet T: Is it yummy?(S1)‎ Is it tasty?(S2)‎ Is it sweet?(S3)‎ T: So it’s yummy, tasty and sweet.‎ Teach tasty& sweet, read and spell.‎ b. Fresh.‎ T: you like apples, and I like apples too. They’re sweet and tasty. They’re my favourite.‎ ‎ But I don’t like this apple. It’s not fresh. Look!‎ ‎ I like this apple, it’s big, red, sweet and it’s fresh!‎ Teach fresh, read and spell.‎ a. Healthy.‎ T: apples are very good for us. Here is an old saying: An apple a day keeps doctor away. It means (一天一个苹果，医生就会远离你)‎ So apples are healthy, they’ re healthy for us!‎ Teach healthy, read.‎ b. Sour.‎ T: Look, I have oranges too. Are they healthy for us?‎ ‎ Yes, they’re healthy for us.‎ ‎ Do you like oranges? Why?(Ss)‎ ‎ They’re tasty, sweet and healthy. ‎ They’ re my favourite, too.‎ Let me taste it.‎ Hmm….it’s sour! Do you want to try?‎ Ss taste the orange. Is it sour?‎ Teach sour, read and spell.‎ What else is sour in our life?‎ Yes, grapes are sour.‎ Take out the vinegar and let the Ss smell.‎ c. Salty.‎ The vinegar is sour, we need it in the cooking.‎ We need sugar in the cooking, too.‎ Mix the sugar in the hot water. And ask the students to tasty it.‎ Lead the Ss to say it’s sweet.‎ Change another glass(salty)‎ Oh, I’m sorry, I take a mistake, it’s salty.‎ Teach salty, read and spell.‎ a. Read new words after T.‎ Let’s chant.‎ Read the chant.‎ Make a new chant.‎ Task time.(Write and talk)‎ Put up a form(Activity bookP21), ask and answer What’s your favourite food/drink/fruit? ‎ I like…‎ Why? ‎ Because it’s …‎ T demonstrates with two Ss.‎ ‎(4). Consolidation and extension:‎ a. Activity book P20(1,2)‎ b. Write the words four times.‎ c. Ask your parents what’s their favourite food/drink/fruit, and why.‎ Teaching notes:‎ Unit 3 lesson5( B Let’s try. Let’s talk. Pair work. C .Task time.)‎ ‎1. Teaching aims:‎ (1) Two skills for sentences: What’s your favourite food? I/We like---. And can talk with other Ss using sentences have learnt.‎ (2) Can do “Task time.”‎ ‎2. Key and difficult points:‎ (1) Three skills for sentences: What’s your favourite food? I/We like---. And can talk with other Ss using sentences have learnt.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s chant (book P31,Activity bookP20)‎ b. Free talk.‎ ‎ Do you like…? Why? (They’re tasty / sweet/ fresh….)‎ ‎(2). Preview:‎ Let’s try.‎ ‎(3). Presentation:‎ let’s talk a. T: I like chicken, beef and fish. and draw smell face on the blackboard. Ss learn to say: favourite.‎ a. Teach sentence: What’s your favourite food? ‎ T: What’s your favourite food?‎ Show mutton, pork, chicken.‎ S1: I like/ I don’t like…‎ S2: Me too. It’s (tasty and yummy…)‎ Play games to practise the sentence running trains.‎ Use bananas, etc fruit and food b. Read the text and answer the questions.‎ T: what’s Sarah’s favourite food? What about ChenJie? Why? ‎ c. Read the text after the tape.‎ T-Ss Ss-Ss Ss-S1‎ Practise the dialogue by picture.‎ Pair work: ‎ T: lead the Ss to ask and answer.‎ Then make a new dialogue.‎ Do Activity book P21 (4) write and talk.‎ Task time.‎ T: what’s your favourite food? ‎ But I don’t like it, can you make an ad. for us and let us to buy it?‎ Ss make ad. then tell others, look how many Ss will pass it.‎ ‎(4). Consolidation and extension:‎ a. Activity book P21 (3) Listen and match.‎ b. Activity book P23 (2)answer the questions in pairs after class.‎ Teaching notes:‎ Unit 3 lesson6( B Read and write. Group work. C Pronunciation. Let’s check.)‎ ‎1. Teaching aims:‎ (1) Can know the meaning of the story.‎ (2) Pronunciation.‎ ‎(3)Four skills for sentences.‎ ‎(4)Let’s check.‎ ‎2. Key and difficult points:‎ Four skilled sentences.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎3. Teaching steps:‎ ‎ (1).Warm-up:‎ a. Let’s chant.‎ What’s your favourite food? Mutton, chicken or fish?‎ I like fish best. It’s salty and tasty.‎ What’s your favourite drink? Milk, water or orange juice?‎ I like orange juice best. It’s sweet and sour.‎ What’s your favourite fruit? Strawberries, watermelons or grapes?‎ I like Strawberries. They’re fresh and healthy.‎ I don’t like grapes. They’re fresh, but they’re sour. ‎ ‎(2). Preview:‎ ‎ Free talk.‎ T: What’s your favourite food? Ss tell what’s their favourite food.‎ Practise sentences: I like…/I don’t like…‎ ‎(3). Presentation:‎ Read and write.‎ a. Read and finish the sentences.‎ b. Listen and answer the questions.‎ What’s Monkey’s favourite fruit? Why?‎ Does rabbit like fruit? ‎ Does he like grapes? Why?‎ What’s his favourite fruit? Why?‎ What does Zip like? Why?‎ What about Zoom?‎ He says he has to eat vegetables. Why? ‎ c. Listen to the tape and repeat after the tape and T.‎ Check the answer.‎ Read together.‎ d. Lead the Ss to find out what they should pay attention to the writing.‎ Group work.‎ What’s your favourite food? Why?‎ Ask and fill the blanks in groups.‎ Activity book P22 (5) Read and answer the questions.‎ Pronunciation.‎ Read after tape and find out the rules in pronunciation.‎ Let’s check.‎ ‎(4). Consolidation and extension:‎ a. Activity book P22 (6) Listen to the dialogue and write the questions.‎ b. Write the sentences four times.‎ c. ask your parents’ favourite food, and make for them.‎ Teaching notes:‎ Recycle 1‎ Lesson1( Main scene Read and write 1 Let’s chant.)‎ ‎1. Teaching aims:‎ ‎(1) Review the dialogue in Unit 1—3, request them can use these sentences in the real situation.‎ ‎(2)be able to say the chant, and understand it ‎2. Key and difficult points:‎ Use the four skilled sentences in Unit 1—3 in the real situation.‎ The pronunciation of the two time adv.‎ ‎3. Teaching aids:‎ microphone, English cards ‎ ‎4. Teaching steps:‎ ‎(1).Warm-up a. T plays the tape of “B Let’s chant”.‎ b. Daily talk.‎ A：What day is it today?‎ B: It’s …‎ A: What do you have on…?‎ B: We have…‎ A: Who’s your… teacher?‎ ‎…‎ ‎(2).Presentation Main scenes T: This is Willow‎ ‎School. Let’s walk through Willow‎ ‎School and talk about it.‎ a. ① Look, these are the teachers.‎ A: Who’s the young lady?‎ B: She’s Miss Green, she’s our English teacher.‎ A: What’s she like?‎ B: She’s …‎ Drill the three pictures by Ss.‎ ‎② Look at the time schedule. Let’s talk about it.‎ ‎ A: What day is it today?‎ B: It’s …‎ A: What do you have on…?‎ B: We have…‎ Drill the dialogue by Ss.‎ ‎③ This is the school menu.‎ A: What do you have for lunch on…?‎ B: We have…‎ A: What’s your favourite food? Why?‎ Drill the dialogue by Ss.‎ b. Guessing game ‎ T: We have… on that day, what day is it doday?‎ Ss play this game.‎ Read and write a. T: This is the newspaper. Do we have school newspaper?‎ ‎(take a microphone) Can I interview you for the newspaper?‎ T: What do you do on …?‎ ‎ What’s your favourite food?‎ ‎(Include teach “sometimes” and “usually”, “study violin”)‎ b. Listen to the tape, read after it.‎ c. Interview the others.‎ ‎ T-S1,S2 S1-S2 Ss1-Ss2‎ d. Finish the report, and read it.‎ Let’s chant ‎ Lead the Ss to read rhyming ‎ ‎(4).Consolidation and extension a. Activity book P25 (2) Listen, write and chant.‎ ‎ Check the E(1), tell the Ss how to rearrange the sentences.‎ b. Listen to the tape.‎ c. Make a lesson list.‎ ‎ ‎ Teaching notes:‎ Lesson2 (Read and write 2 Listen and circle Pair work.)‎ ‎1. Teaching aims:‎ ‎(1)Be able to read the new sentences by review: My favourite day is Monday. My favourite teacher is …‎ Can use them in the real situation.‎ ‎(2)Be able to write the letter.‎ ‎(3)Be able to use “Would you like some …?”to ask and answer.‎ ‎2. Key and difficult points:‎ ‎(1)Review the sentences in Unit1—3.‎ ‎(2) Write the letter to Jack.‎ ‎3. Teaching aids:‎ cards of the food, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up a. Let’s chant.‎ a. Interview each other.‎ ‎(2) Preview.‎ Listen and circle Pair work Use the sentences: Would you like some …?‎ (1) Presentation ‎ Read and write a. T: The boy loves Saturday. His favourite day is Saturday. ‎ The girl loves Sunday. Her favourite day is Sunday.‎ T: What’s your favourite day?‎ Ss: My favourite day is …‎ ‎ T leads Ss to say: My favourite food/fruit/drink./class/animal/colour/teacher is…‎ b. Guessing game Ss: What’s your favourite food? ‎ S1:Guess!‎ S2:Yes …is /are my favourite food.‎ c. Listen to the tape of “Read and write”.‎ ‎ Listen and answer the questions.‎ ‎ What’s his name?‎ ‎ How old is he?‎ ‎ Where does he study?‎ ‎ What’s his favourite day?‎ ‎ What does he have on his favourite day?‎ What does he have for lunch on Monday?‎ What’s his favourite food? Why?‎ Who’s his favourite teacher? What teacher?‎ What’s he like?‎ d. read it by yourself, and do you have any questions to me?‎ d. Complete the excise, and check.‎ e. Write back the letter.‎ ‎ T help Ss.‎ ‎ Ss read their letters.‎ ‎(4).Consolidation and extension a. Activity book P30, introduce yourself, who write well can be stick on to the wall.‎ b. Listen to the tape.‎ Teaching notes:‎ Lesson3(Task time Let’s play Let’s sing.)‎ ‎1. Teaching aims:‎ ‎(1)Be able to use the sentences to complete the task in the Task time.‎ ‎(2)Can understand the questions in Let’s play, can answer these questions.‎ ‎(3)Can sing the song“My Favourite Day”.‎ ‎2. Key and difficult points:‎ ‎(1)review and use the four skilled sentences.‎ ‎(2)complete the task in the Task time, and show to the others.‎ ‎3. Teaching aids:‎ a blank filled in.‎ ‎4. Teaching steps:‎ ‎(1) Warm-up Listen to the song “ My favourite day”‎ ‎(2) Preview.‎ ‎ Daily talk.‎ ‎(3) Presentation Let’s play a. Suppose you’re a student in the Willow‎ ‎School.‎ Look at the pictures of the “Willow‎ ‎School” and “Let’s play”. ‎ Then answer the questions.‎ ‎ T ask 2 students the questions in “Let’s play”. ‎ b. Ask Ss to have a competition to answer the questions.‎ c. Ask teacher’s questions quickly. ‎ Task time a. T: can you interview me?‎ ‎ Lead Ss to ask:‎ ‎ What do you do on weekens?‎ What’s your favourite food?‎ ‎ T: I often…My favourite food is ….‎ ‎ Ask 3students to ask T b. In group, one student, suppose you’re a litter teacher, the others are the Ss, please interview the little teacher, and write down what you interviewed.‎ Let the Ss use the form to interview.‎ Let’s sing Ss understand and sing the song “My Favourite Day”.‎ ‎(4) Consolidation and extension a. Activity book P26 E3 listen and rearrange the story.‎ ‎ P27 E5 listen and write the numbers.‎ b. Listen to the tape.‎ c. Guess the people.‎ Teaching notes:‎ Unit 4 what can you do?‎ Unit 4 Lesson1(Main scene Let’s start A Let’s learn Let’s play. Let’s chant.)‎ ‎1、Teaching aims:‎ ‎(1) Listen read and say the pattern “empty the trash. Cook the meal, water the flowers, sweep the floor, clean the bedroom”‎ ‎(2) Can use the sentence “I’m helpful1! I can sweep the floor”‎ (1) Sing the chant “dog dog what can you do”‎ ‎2. Key and difficult points:‎ ‎(1) The five patterns.‎ (1) use “ I can…”in the real situation ‎ ‎3. Teaching aids:‎ word cards, tape, cards of movement ‎ ‎4. Teaching steps:‎ ‎(1) Warm-up let’s do (PEP3 unit 1 Part A)‎ ‎(2) Previews ‎ T: take the card “ clean the window.” Do the action. Ask Ss “Can you clean the window?”‎ Lead the Ss “Yes, I can…”‎ T: “ Can you wash the window?” ‎ Ss “ I can…”‎ Tell the Ss the difference between “clean” and “wash”. ‎ ‎(3) Presentations Let’s learn.‎ a. T draws some flowers on the board. Say “ I can draw flowers.” T do the action water the flowers and say “ I can water the flower” lead the Ss to spell and read the word “ water flower”‎ b. T: “I can water the flowers, what can you do?” Do the action sweep the floor, lead them learn to say “ I can sweep the floor.”‎ ‎ Read and spell. ‎ c. T: After we sweep the floor, we should empty the trash.‎ ‎ Empty the S’s pencil-case, teach “empty”‎ ‎ Make a trash, teach.‎ ‎ Teach: Empty the trash. Read and spell. ‎ d. T: I can wash the window, I can sweep the floor, I can clean the desks and chairs, I can make the bed, so I can clean the bedroom. Learn to say “ clean the bedroom” .‎ ‎ Read and spell.‎ e. Boys and girls, Miss Ye can clean the window, can …. What can you do?‎ ‎ Ask Ss to say: I can… practise.‎ f. T: You can do so many things. You’re helpful.‎ ‎ Teach “helpful”.‎ ‎ I’m/ you’re/she’s/ he’s/ we’re/ they’re… helpful g. T:S1, are you helpful? Can you water the flowers?‎ ‎ Teach “water the flowers”, read and spell.‎ h. T: Miss Ye is helpful at home. I can wash the window, I can sweep the floor, I can empty the trash, I can water the flowers, but there’s one thing I can’t do.‎ Guess, what I can’t do?‎ Yes, I can’t cook the meals. I’m not helpful.‎ Read and spell. “cook the meals”‎ ‎ ‎ ‎ Listen and repeat.‎ ‎ Listen and show the finger.‎ ‎ T says the phrases, and Ss show which picture.‎ ‎ Practices a. Ask and answer.‎ What can you do?‎ I can…‎ T-Ss B-G b. Ss say to the others what can they do and can’t be the same pattern.‎ Let’ s chant ‎ a. T shows the animals’ pictures.‎ ‎“Dog, dog, what can you do?‎ I can run after you.”‎ Show dog, rabbit, bird, mouse, elephant ‎ Ss answer what can they do b. Ss listen to the chant.‎ chant and do.‎ ‎(4)Consolidations ‎ a. Activity book. P33 E1 listen, number and match.‎ ‎ E2 read and write.‎ b. do some housework at home and teach your parents..‎ c. write the four-skilled phrases four times.‎ Teaching notes:‎ Unit 4 Lesson2( A Let’s try Let’s talk Group work C Let’s sing.)‎ ‎1、Teaching aims:‎ ‎(1) Understand and say: “are you helpful at home? What can you do? I can sweep the floor. You’re helpful”‎ ‎(2)Sing the song “I can help”‎ ‎2. Key and difficult points:‎ (1) What can you do? I can ….‎ (2) Are you helpful at home?‎ ‎3. Teaching aids:‎ tape, word cards ‎4. Teaching steps:‎ ‎(1) Warm-up a. Let’s do( PEP3 unit 4 Part A)‎ b. Let’s chant.‎ ‎(2) Previews a. guess game.‎ ‎ T do the action and Ss use the “I can….” to answer.‎ ‎ Spell and write.‎ b. The dog can run, the panda can eat bamboo, the mouse can hide in the shoe, Mike can draw animals in the zoo. I can sing , I can play ping-pong. What can you do?‎ ‎ Talk about what can they do at home. To give more answers.‎ ‎(3) Presentations ‎ Let’s try Listen and tick or cross.‎ Check.‎ Let’s talk a. Mike is helpful at home. What about ChenJie? Is Chen Jie helpful? What can she do? Listen to the tape, please.‎ b. Ss answer the questions. ‎ Listen again and repeat the dialogue.‎ T-Ss Ss-Ss ‎ c. Use the pictures to practice the sentence.‎ ‎ Are you helpful at home?‎ What can you do?‎ d. T: Today is mother’s day. Mom, happy Mother’s Day! Let me help you.‎ Ss: What can you do?‎ T: I can…‎ Ss: Great. You’re helpful!‎ Practice in the groups.‎ Group work.‎ ‎ Make a survey. ‎ What can you do? Ask two friends.‎ Talk to the class: *** can cook the meal…ect.‎ T and s1 make a model.‎ Let’s sing ‎ Listen to the song “ I can help”, then learn to sing the song.‎ To get the meaning, sing after the tape.‎ ‎(4) Consolidations a. Do the activity book.P34 E3 Listen and match ‎ E4 Listen and write.‎ b. Ask Ss to help their parents to do some housework and say it in English.‎ Teaching notes:‎ Unit 4 Lesson3( A Read and write Let’s play C Pronunciation Story time.)‎ ‎1. Teaching aims:‎ ‎(1) grasp the spelling of “ what can you do? I can sweep the floor”‎ ‎(2)Can use and write these sentences ‎(3)Pronunciation, can read with the role of “or, all, pl and pr”‎ ‎(4)Story time ‎2. Key and difficult points:‎ (1) the spelling of the word and sentence (2) what can you do? I can….”‎ ‎3. Teaching aids:‎ the picture, tape ‎4. Teaching steps:‎ ‎(1) warm-up a. Let’s chant b. Sing the song “I can help”‎ ‎(2) Previews a. T show the word cards ask Ss read and write.‎ b. Game “what’s missing”‎ c. Free talk.‎ Are you helpful?‎ What can you do at home?‎ ‎(3) Presentations Read and write a. T shows the picture, say “Look. This is mother goat. She is ill. Let’s help her. What can you do?”‎ ‎ Ask Ss to answer.‎ ‎ Show the sentences: What can you do? I can… ‎ Read and spell.‎ b. The monkey, rabbit, Zoom and Zip are helping Mother Goat too.They’re helpful. What can they do?.‎ Let’s listen to the tape and find out the answer.‎ Listen and answer T’s questions.‎ c. Read the dialogue.‎ T-Ss S1-S2-S3-S4‎ Finish the sentences.‎ d. Learn to write the sentences.‎ Let’s play Use the card to ask and answer what can you do? I can …. ‎ According to the real situation, to say “Yes, you can/No, you can’t.”‎ Let’s chant.( New chant)‎ ‎ Amy, Amy, what can you do? ‎ ‎ I can sweep the floor.‎ ‎ Yes, yes, yes. Yes, you can. You’re helpful.‎ Amy, Amy, what can you do? ‎ ‎ I can cook the meals.‎ ‎ No, no, no. No, you can’t.‎ Pronunciations Read with the role of “or, all, pl and pr”‎ or: pork fort short storm horse shorts orange morning all: all tall small ball wall hall fall call pl: plant play plan plane place please plate pr: pretty pride print proud pray express ‎ Story time ‎(4)Consolidations a. Do the activity book P35 E5 Listen and write.‎ ‎ E6 Read and write.‎ ‎ P39 E1 croup and read P40 Listen and number.‎ b. Sing the song to their parents c. write the sentences four times.‎ Teaching notes:‎ Unit 4 Lesson4( B Let’s learn Let’s chant C Good to know.)‎ ‎1. Teaching aims:‎ (1) Understand and say and write: “wash the clothes, set the table ,make the bed, do the dishes”‎ (2) Let’s chant (3) Know something about the circumstance and safety key ‎ ‎2. Key and difficult points:‎ ‎(1)The words and patterns about the housework ‎(2)The pronunciation of the word “clothes”‎ ‎3. Teaching aids:‎ word cards, tape ‎4. Teaching steps:‎ ‎(1) Warm-up ‎ a. Let’s do ( PEP3 unit 4 Part B)‎ ‎ b. teach “make the bed” and “ set the table”.‎ ‎ Read and spell.‎ ‎ (2) Previews.‎ a. Let’s chant. (New chant)‎ ‎ b. spell the sentences: “what can you do ?” “I can ….”‎ ‎(3) Presentations Let’s learn.‎ a. T does the action, I can wash my face, what can you wash?‎ ‎ Lead the Ss to say “I can wash the…”‎ ‎ T: I can wash my coat/jeans/shirt…‎ ‎ I can wash the clothes.‎ ‎ Read and spell.‎ a. T: I wash the clothes, dry them, and then I put away the clothes.‎ ‎ Read and spell.‎ b. Ss read after the tape, teach “do the dishes”‎ Practice the new words.‎ c. Make the new chant ‎ Use the things what Ss can do , e.g: ‎ ‎“Can you do housework ? Yes I can . I can … I can …”‎ e. Pass one by one Show some different sentences to every groups. Ask them to pass ‎ it .and see which group is fastest and correct.‎ Let’s chant Listen and read after the tape.‎ Practice ‎ It’s sunny, let’s do housework today.‎ What can you do all day?‎ Let’s start from “get up”‎ Get up—wash face and teeth—have breakfast—water the flowers/plants—make the bed—sweep the floor—clean the bedroom/living room…--cook the meals—set the table—have lunch—do the dishes—empty the trash—wash the clothes—put away the clothes—cook the meals—have dinner—do the dishes—watch TV—(oh, I’m tired) have sleep.‎ What about you? Talk about your life.‎ Good to know ‎(4) Consolidations a. Do the activity book. P36 E1 Listen and match.‎ ‎ E2 Listen and fill in the blanks.‎ b. Ss write the words c. Teach your parents the phrases.‎ Teaching notes:‎ Unit 4 Lesson5( B Let’s try. Let’s talk. C Good to know.)‎ ‎1. Teaching aims:‎ ‎(1) Listen say and read the sentence “Can you …?Yes, I can./No, I can’t, but I’d like to have a try!”‎ ‎(2)Can read the dialogue (1) Can finish the Task time.‎ ‎2. Key and difficult points:‎ ‎(1)Can you …?Yes, I can./No, I can’t.‎ ‎(2)I’d like to have a try! and use it in the real environment ‎3. Teaching aids:‎ words plate, word cards, tape ‎4. Teaching steps:‎ ‎(1) Warm-up a. Let’s chant. P49‎ b. “Can you do housework?” (New chant) ‎ ‎(2) Previews a. T uses the cards ,show the card quickly and Ss do the actions on the cards.‎ b. T shows the numbers, Ss say out the phrases and spell.‎ c. more and more.‎ ‎ Ss say the phrases one by one, and should not repeat.‎ ‎ (3)Presentations Let’s try.‎ a. Let’s try. finish the “listen and link”‎ b. check the let’s try. and practise “can you…? Yes, I can/No, I can’t.”‎ Let’s talk a. Four Ss are talking about the housework. Now read it and answer my questions.‎ Can Chen Jie set the table? What else can she do?‎ Can John wash the clothes?‎ He says “But I’d like to have a try.” What’s the meaning?‎ Ss read and answer the questions.‎ b. Listen and repeat.‎ c. Act out in the groups.‎ Task time.‎ Finish the interview on the P52, and filling the blank.‎ Talk to the class. Who’s the most helpful.‎ ‎(4) Consolidation ‎ a. write the four-skilled words four times.‎ b. Do the activity book.P37 E3 Listen and match.‎ ‎ E4 Read and answer.‎ c. Learn the things you can’t do.‎ Teaching notes:‎ Unit 4 Lesson6( B Read and write Group work. C Let’s check.)‎ ‎1. Teaching aims:‎ ‎(1) The spelling of “ Can you make the bed? No, I can’t .can you use a computer? Yes I can.”‎ ‎(2)Can write “Can you make the bed? No, I can’t .can you use a computer? Yes I can.”‎ ‎(3)Can read the sentence “I can play chess”‎ ‎(4)Let’s check ‎2. Key and difficult points:‎ Write “Can you make the bed? No, I can’t .can you use a computer? Yes I can.” ‎ ‎3. Teaching aids:‎ Picture, word cards, tape ‎4. Teaching steps:‎ ‎(1) Warm-up a. Sing the song b. Let’s do and let’s chant ‎(2) Previews a. Read the Part A and B ‎ b. Play the game “stone, scissors, paper!” the winner say the Chinese meaning and the loser write the words.‎ c. ‎(3) Presentations Read and write.‎ a. Show a robot and say “we have a new friend today. He’s a robot, let’s say hello, robot” What can he do? Can robot make the bed/set the table? …. Now let’s listen to the tape.‎ b. Listen to the tape and answer the questions.‎ Can the robot make the bed/do the dishes/set the table/play chess/use a computer? ‎ c. Read after the tape.‎ d. First together, then in group, last individual ‎ Practice the dialogue in groups.‎ T-robot Group-S1,S2,S3,S4‎ a. Fill in the blanks.‎ b. Write the sentence.‎ Practices a. Group work make a interview and filling the blanks.‎ b. Guessing game “who am I ?”‎ I can do …. Give Ss tips and guess.‎ I can empty the trash. I can water the flowers and tress. I can kick the ball. I can’t fly. I’m big. I can’t hide in a shoe. I have big ears and a long nose. Who am I?‎ c. Finish the let’s check ‎ ‎(4)Consolidations a. Do the activity book. P38 E5 Listen and write.‎ ‎ E6 Answer the questions.‎ P39 E2 Finish the sentences.‎ a. write the sentences four times.‎ b. Help your parents and teach them the phrases.‎ Teaching notes:‎ Unit 5 My new room Uint5 lesson1 ( Let’s start main scene A Let’s learn. Let’s play. C Let’s sing)‎ ‎1. Teaching Aims: ‎ (1) Three skills for sentences: Is this your…? I have…. And can use them to talk with friends. ‎ (2) Four skills for words: mirror, curtain, closet, end table, trash bin.‎ (3) Can sing a song: My small bedroom.‎ ‎2. Key and difficult points:‎ (1) Words: mirror, curtain, closet, end table, trash bin.‎ ‎(2) The pronunciation of air-conditioner.‎ ‎3. Teaching aids:‎ Pictures, cards, tape, mirror.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s do.（PEP3 Unit4 A, B）‎ b. Spell quickly: door, chair, window, desk, bed.‎ ‎(2). Preview:‎ ‎ Main scene ‎ T acts like Zoom, look, I have my own room. What can you see in my room?‎ Ss: I can see…(a shelf, a desk, a chair, a lamp…)‎ ‎(3). Presentation ‎ Let’s learn.‎ What else do I have?‎ a. T point to the mirror take out a mirror, say: I have a mirror, and let Ss read the ‎ word after T.‎ Mirror, a big/small/new/old mirror, the mirror is terrific.‎ Read and spell.‎ a. end table. A big/small/nice/new…end table. Two big/small/nice/new…end tables.‎ The end tables are big.‎ Read and spell.‎ b. the same way to teach “curtain, closet, trash bin”.‎ c. Practise the words have learnt: 做第四拍活动。‎ e. air-conditioner.‎ Play a game: S1 hide the card: air-conditioner and S2 try to find the card. The other Ss speak the word low or loudly.‎ f. Listen, point, and repeat.‎ g. chat. Is this your bedroom?‎ ‎ Yes, it is. Come and look at my bedroom. I have…‎ Let’s play ‎ Who can say the most?‎ ‎ In my room, I have a…, a…, and…‎ Let’s chant Let’s sing.‎ ‎(4). Consolidation and extension:‎ a. Activity book. P41 E1 Listen and match.‎ ‎ E2 Let’s play b. write the four-skilled words.‎ Teaching notes:‎ Unit5 lesson2 (A Let’s try Let’s talk. C Good to know.)‎ ‎1. Teaching aims:‎ (1) Understand and say the three-skilled sentences.‎ (2) Good to know.‎ ‎2. Key and difficult points:‎ ‎1) Sentences: There is…. There are….‎ ‎2) Sentences: I have my own room now. What’s it like?‎ ‎3. Teaching aids:‎ Tape, word cards ‎4. Teaching steps:‎ ‎(1) Warm-up ‎ a. Let’s chant.‎ ‎ b. Spell the four-skilled words.‎ ‎(2) Preview:‎ a. Let’s try.‎ b. Say the differences of the two pictures.‎ ‎ T: I have my own…‎ ‎ Teach “my own”‎ ‎ Ss: I have my own…‎ ‎ (say the differences)‎ ‎(3) Presentation:‎ Let’s talk a. T draw a room and say: Look, this is my own room. I have my own room now. ‎ b. T put up different thing on the blackboard and say: There is a blue…, There is a red…, There is a yellow…‎ lead the Ss say: There is a blue…, a red….a yellow…‎ c. T draw the curtains. Says: there are the blue curtains…‎ d. Ss practise the sentences together. Then make sentences one by one.‎ e. Play a game.‎ ‎ Ss: what’s it like? ‎ ‎ S1: There is/are…‎ ‎ Ss: Yes, there is/are.‎ No. there isn’t/aren’t.‎ ‎ ( T separate the things, make them ask easily)‎ f. Listen and repeat.‎ g. Run trains to practise the dialogue.‎ ‎ T-Ss Ss-Ss Good to know.‎ ‎(4). Consolidation and extension:‎ a. Activity book P42 E3 Listen and tick ‎ E4 Find and say.‎ b. Describe your bedroom to your friends.‎ ‎.‎ Teaching notes:‎ Unit5 lesson3 (Title: Talk and draw, Read and write. Let’s play. C ‎ Pronunciation)‎ ‎1. Teaching Aims:‎ 1) Understand and say and write: “There is a …/There are….‎ 2) Pronunciation.‎ ‎2. Key and difficult points:‎ ‎ Sentences have to write.‎ ‎3. Teaching aids:‎ cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).warm-up Sing a song.‎ ‎(2). Preview:‎ a. According to the cards, make sentences.‎ ‎ b. spell the words.‎ ‎(3). Presentation:‎ ‎ Talk and draw. ‎ ‎ One says the bedroom, and the partner draw.‎ ‎ Listen and stick the picture.‎ a. T draws a house.‎ I have a new house now.‎ There is a kitchen on the first floor.‎ ‎(T sticks the kitchen.)‎ teach: It’s on the first floor.‎ ‎ b. T shows a sentence, Ss read and one stick on the picture.‎ ‎ c. Ss describe the house together.‎ Read and write.‎ a. listen and read.‎ b. Ss who have questions asks the T c. Finish the sentences.‎ e. Ss write the sentences after T.‎ Let’s play.‎ Who can say the longest sentence?‎ Start from the different things.‎ Pronunciation ‎ ‎(4). Consolidation and extension:‎ a. Activity book P43 E5 Read, write and answer.‎ ‎ E6 Describe the rooms.‎ b. Write the sentences four times.‎ Teaching notes:‎ Uint5 lesson 4 ( B Let’s learn Let’s find out C Story time.)‎ ‎1. Teaching Aims:‎ 1) Understand and say and write: “in, on, under, behind, near.”‎ 2) Three skills for words and sentences: Where’s the…? It’s…. Over, in front of ‎2. Key and difficult points:‎ The use of the seven words which are describing the direction.‎ ‎3. Teaching aids:‎ word card, tape.‎ ‎4. Teaching steps:‎ ‎(1).warm-up T shows the cards, Ss say: There is/are…‎ ‎(2). Preview:‎ a. Guessing game T shows a box, and asks: What’s in the box?‎ Ss: There is…/There are….‎ ‎(mirror)‎ b. Put the mirror in/on/under/near the box, review the prep. ‎ Read and spell four words.‎ ‎(3). Presentation:‎ a. T puts Ss’ pen over/behind/in front of the pencil-case.‎ ‎ Teach behind/over/in front of ‎ stand behind/in front of the chair to understand these two words.‎ ‎ Read and spell.‎ b. Do as I say:‎ ‎ Put your…in/on/under/near/ behind/over/in front of …‎ ‎ Use Ss’s stationery to let Ss understand the positions.‎ c. T: Where is the ….?‎ Ss: The … is…‎ T-Ss, Ss pratise the words in pairs.‎ d. Game: who has the best memory?‎ ‎ Observe the picture in Ss’s book p61 three minutes, the answer the questions.‎ ‎ T: Where is…?‎ ‎ Ss: The…is….(prep) the….‎ e. Ss write the words again and do the Activity book in P44 E1 Listen and fill in the blanks.‎ ‎ ‎ Let’s find out.‎ There is/are….‎ To find out the mistakes.‎ Story time ‎(4). Consolidation and extension:‎ a. Activity book P44 E2 Find and write.‎ b. write the four-skilled words four times.‎ Teaching notes:‎ Unit5 lesson 5 ( B Let’s try. Let’s talk. C Task time.)‎ ‎1. Teaching Aims:‎ ‎1) Listen say and read the sentence “There is a…near/…the…. The…is near/…the….and can use them to talk with friends.‎ ‎2) Can introduce the room.‎ ‎2. Key and difficult points:‎ Sentences: There be.‎ ‎3. Teaching aids:‎ Word cards, tape.‎ ‎4. Teaching steps:‎ ‎(1) Warm-up Game. What’s missing?‎ Spell the missing word.‎ ‎(2). Preview:‎ a. do as I say. Put your…in/on/under/near/ behind/over/in front of the hand.‎ b. Let’s try.‎ ‎ Listen and match,‎ ‎ Describe the things.‎ ‎ T: Where is the…?‎ ‎ Ss: The… is … the…‎ ‎(use the picture to practice.)‎ ‎(3). Presentation;‎ a. T write the sentence on the blackboard: ‎ There is a the .‎ Read from the back of the sentence one word by one word.‎ Eg: bedroom, the bedroom, in the bedroom, closet in the bedroom, a closet in the bedroom, There is a closet in the bedroom.‎ Practice three pictures. ‎ ‎①There is a closet in the bedroom.‎ ‎②There is a trash bin behind the end table.‎ ‎③There is an air-conditioner over the bed.‎ b. There is a , a , a and a the .‎ ‎ Practice two pictures. ‎ ‎①There is a closet, a trash bin and an air-conditioner in the bedroom.‎ ‎②There is a living room, a bedroom, a study, a bathroom and a kitchen in the house.‎ c. There are the .‎ ‎ Practice three pictures. ‎ ‎① There are two end tables in the bedroom.‎ ‎② There are four pictures on the wall.‎ ‎③ There are three mirrors under the curtain.‎ d. There are , a and a the ‎ ‎ There are two pencils, a ruler and a eraser in front of the pencil-case.‎ e. Draw the room as T says.‎ ‎ Activity book P45 E4 ‎ ‎ T says the things in the room, Ss draw.‎ ‎ (the room is the Zhang Peng’s room.)‎ Let’s talk Read, listen and repeat.‎ Let’s parctise.‎ There is/are…in/on/under/near/ behind/over/in front of …‎ a. Picture b. Classroom.‎ ‎(4). Consolidation and extension:‎ a. Activity book P45 E3 Listen and answer the questions.‎ ‎ P47 E2 Think and choose A or B.‎ ‎ P48 E3 Read and write.‎ b. Describe your room to your friends, and teach your parents.‎ Teaching notes:‎ Unit5 lesson6 (B Read and write Let’s find out. C Story time.)‎ ‎1. Teaching Aims:‎ 1) The spelling of “The closet is near the table. The trash bin is behind the door. Many clothes are in the closet.‎ 2) Understand the sentences: What’s on the computer? I work with it.‎ ‎2. Key and difficult points:‎ The spelling sentences.‎ ‎3. Teaching aids:‎ Picture, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1) Warm-up Game.(slow action)‎ Guess what’s the word?‎ Read and spell.‎ ‎(2). Preview:‎ My mistake.‎ Put up a picture, T says the wrong sentences, Ss judge and say Uh-hmh or Uh-uh?‎ ‎(3). Presentation:‎ ‎ Read and write.‎ a. is the .‎ T says the sentences, Ss put the things.‎ ‎ T put the things and Ss say the sentences.‎ ‎ Eg: the air-conditioner is over the closet.‎ b. There is a /are the .‎ T says the sentences, Ss put the things.‎ ‎ T put the things and Ss say the sentences.‎ ‎ Eg: There is an air-conditioner over the closet.‎ c. T: Do you remember the Robot? He has his own room. What’s it like? What’s in it?‎ ‎ Listen and think my questions.‎ ‎ What’s in it?‎ ‎ Where is it/ are they?‎ d. Finish the sentences..‎ e. Read the text twice f. Write the sentences.‎ Let’s find out.‎ There is / are…the….‎ ‎(4). Consolidation and extension:‎ a. Let’s check. ‎ b. Activity book. P46 E5 Listen, read and write.‎ c. Design your own room, and say sth. about it.‎ Teaching notes:‎ Unit 6 In the ‎Nature‎ ‎Park Unit6 lesson1:( Main scene Let’s start. A Let’s learn. Let’s find out. C Let’s sing.)‎ 1. Teaching Aims:‎ (1) Be able to read and write the four-skilled words: flower, grass, river, lake, forest, path.‎ (2) Be able to read the three-skilled words: sky, cloud, mountain and the sentence: There is a forest in nature park.‎ (3) Can finish the task in “Let’s find out” to find out the differences. ‎ (4) Sing the song “The Panda”.‎ 2. Key and difficult points:‎ (1) about the nature words: flower, grass, river, lake, forest, mountain, sky, cloud, path. And the sentence：There is a forest in nature park.。‎ (2) lead the Ss to find out the differences and use There be…to describe it.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up: ‎ a. sing the song of “The Panda”. ‎ b. Daily talk.‎ ‎(2) .Preview Let’s start.‎ ‎ T shows the pictures of “Let’s start”, Then point at them and say : Look! This is the sky, What colour is it? (in the city, the sky is gray.)‎ ‎ T: Look at the picture 2. This is the sky. What colour is it? (in the village, the sky is blue)‎ T: What can you see in the picture 1/2?‎ ‎ (I can see the cars, the trees, the buildings, and a lot of smoke in Pic1, I can see the river, the grass, the big tree and the flowers in Pic2)‎ ‎ T: Which picture do you like?‎ ‎(Environment education.)‎ ‎(3) Presentation Let’s learn.‎ ‎ a. T: I like the village, it’s green. But the city is not so green like the village, so we build the nature park in the city.‎ Teach: Nature‎ ‎Park.‎ ‎ b. T: What will in the nature park? Do you know?‎ ‎ According to the Ss’s answers, T shows the new words of the “mountain, forest, river, grass, path, lake, cloud, flower”.‎ Pay attention to the words of the “mountain, cloud, flower”.‎ Teach the new words and let Ss use “There be… in the nature park” to describe.‎ c. T shows the picture of the picture from the button to top, and ask: What else can you see?‎ ‎ Let Ss use “There be… in the nature park” to describe. And ask them use the adj.‎ d. listen and read.‎ ‎ Listen to T’s instrument, point to the words.‎ e. Game : Quickly.‎ two Ss touch the cards pasted on the board to have a competition.‎ ‎ First the picture cards, and then the word cards.‎ Let’s find out.‎ Four Ss a group to describe the pictures, and to find out the differences.‎ Use “There be… in the nature park” to describe.‎ Enjoy music, image ,what’s in the music?‎ ‎(4).Consolidation and extension.‎ a. Activity book P49 E1 Listen, number and draw the path.‎ E2 Finish the sentences.‎ b. Design a nature park.‎ c. write the four-skilled words four times.‎ Teaching notes:‎ Unit 6 lesson 2：(A Let’s try Let’s talk Pair work. C Pronunciation.)‎ 1． Teaching Aims:‎ (1) Be able to say: “Is there …? Yes, there is. / No, there isn’t”and can use it in the real situation (2) Know the rules of the pronunciation: e, or, wh.‎ 2． Key and difficult points:‎ ‎(1) the sentence pattern: Is there …? Yes, there is. / No, there isn’t.‎ ‎(2) the rules of the pronunciation: e, or, wh. Lead Ss to learn by themselves.‎ ‎3. Teaching aids:‎ Pictures, cards, tape. A box with some cards in it. (about the fruit, the toys, the furniture and so on)‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. sing the song of “The Panda”.‎ b. review the words.‎ ‎ What’s in the nature park/ city/ village…?‎ ‎ There is …. In the…‎ ‎(2) Preview a. Let’s try. Listen and circle.‎ b. use the picture to ask:‎ ‎ Look at the picture,. Is there a lake/river/mountain in the park?‎ ‎ Teach the answers:‎ ‎ Yes, there is.‎ ‎ No, there isn’t.‎ ‎(3). Presentation Game: guess what’s in the box?‎ Use “ Is there a…in the box?” to ask.‎ ‎(there are some cards in the box, about the fruit, the toys, the furniture and so on.)‎ Teach: Is there a…?‎ Let’s talk a. T: can you see something about the city? What is a city ? Is there a farm in the city?‎ ‎ Ss: No, there isn’t. ‎ ‎ T: Zhang Peng and John are talking about a city. What’s the city like? Listen.‎ b. T plays the tape of the “Let’s talk”.‎ ‎ Listen and answer.‎ ‎ T: Is there a nature park in the city?‎ ‎ Ss: Yes, there is.‎ ‎ T: Is there a river in the park? Is there a farm?‎ c. Listen and repeat.‎ d. change the pictures and talk about it.‎ ‎ Is there a path/mountain in the forest?‎ ‎ Is there a mountain/lake in the village?‎ ‎ T-Ss, S1-S2 ask and answer.‎ Pair work.‎ a. Desk mate ask and answer the two pictures.‎ b. Activity book P50 E3 Let’s find out. Ask and answer in the group.‎ c. Activity book P50 E4 Talk about your city with your partner.‎ ‎ Ask a student from the other place to answer: Where are you from? Is there a…in your city?‎ ‎ Ask and answer with your partner.‎ Pronunciation a. T reads the words of “or”. ‎ b. T shows some words of “er, or, wh”.‎ ‎(4). Consolidation and extension ‎ Listen to the tape.‎ Teaching notes:‎ Unit 6 lesson 3：(A Read and write. Group work. C Story time.)‎ 1． Teaching Aims:‎ ‎(1) be able to read and write the four-skilled sentences: Is there …? Yes, there is. No, there isn’t.‎ ‎(2)be able to use “Is there …? Yes, there is . No, there isn’t.” to talk about the holiday picture.‎ ‎2. Key and difficult points:‎ ‎(1)to control the sentence pattern: “Is there …? Yes, there is . No, there isn’t.” ‎ ‎(2)to use the sentences in the real situation. ‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ sing a song “The panda”‎ ‎(2).Preview (1) Game: Spell the words not in order.‎ (2) Review “Let’s talk”.‎ ‎(3). Presentation Read and write a. T: What’s this?‎ ‎ Ss: It’s a picture.‎ T: Yes, It’s my holiday picture.‎ Teach: holiday picture.‎ b. T: guess what’s in the picture?‎ ‎ Ss use the “Is there a …?” to ask.‎ T: Yes, there is./ No, there isn’t.‎ c. T: Look! This is a holiday picture of Wu Yi fan.‎ ‎ What’s in the picture? Listen.‎ Listen and answer the T’s questions.‎ Read and ask questions to teacher.‎ d. listen again and finish the excises.‎ f. Write the four skill sentences.‎ Group work.‎ Four Ss guess the photo: what’s in the picture? Is there….?‎ Game: 心有灵犀 One student guess, the other one do the action to remind him, and the others say: yes, there is./No, there isn’t.‎ Story time,‎ ‎(4).Consolidation and extension a. Activity book P51 E5 Listen, write, and tick or cross.‎ b. write the sentences four times.‎ c. Listen to the tape and read.‎ Teaching notes:‎ Unit 6 lesson 4: ( B Let’s learn Pair work C Good to know.)‎ 1． Teaching Aims:‎ ‎(1) Be able to read and write the four-skilled words: bridge, house, road, building, tree.‎ ‎(2) Be able to read and say the two words: village, city.‎ ‎(3) Can use the pattern：”here are … in the city / village.” To describe the senses in the city and the village.‎ ‎(4) Know the panda’s inhabit.‎ ‎2. Key and difficult points:‎ ‎(1) the four-skilled words：bridge, building, tree, road, house, city, village.‎ ‎(2) the usage and the pronunciation of the nouns(pl) ‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s chant.‎ b. Daily talk.‎ What’s in your room?‎ Is there an endtable…. in your room?‎ ‎(2). Preview Where do you live?‎ In the city or in the village?‎ ‎(3). Presentation Let’s learn.‎ a. teach village/city.‎ ‎ I live in the village/city.‎ ‎ Is there a farm in the city/village?‎ ‎ No, there isn’t. /Yes, there is.‎ b. draw a house.‎ ‎ Is there a house in the village?‎ ‎ Yes, there is.‎ ‎ Teach house.‎ ‎ But is there only a house in the village?‎ ‎ Draw several small houses.‎ Lead Ss to say: There are many small houses in my village.‎ c. draw a tree.‎ ‎ Look, what’s near the house?‎ ‎ Teach: tree.‎ ‎ There is a tree near the house.‎ ‎ Draw many trees near the houses. Lead the Ss to say: there are many trees near the houses.‎ d. draw a river.‎ Look, there is a river across the village. What’s over it.‎ Draw a bridge, and teach the word.‎ There is a bridge over the river.‎ f. draw a road.‎ ‎ There is a road to the city.‎ ‎ Teach: road. There is a road to the city.‎ g. in the village, there are many houses. What about the city?‎ ‎ Draw many buildings, teach: buildings.‎ ‎ Learn to say: there are many tall buildings in the city.‎ h. listen and read after the tape.‎ ‎ Listen and touch. Ss read a word showed by T, two Ss have a competition to touch the word in the picture.‎ i. According to the picture, make sentences.‎ ‎ There is/are…in the city.‎ ‎ Which do you like?‎ Pair work To say and write down the same and differences between the city and the village.‎ Good to know.‎ ‎(4). Consolidation and extension a. Activity book P 52 E 2 Listen and choose ‎ ‎ E 1 Finish the sentences.‎ b. Listen to the tape and read the words.‎ c. find what’s in your village.‎ d. write the four-skilled words four times.‎ Teaching notes:‎ Unit 6 lesson 5：(B Let’s try. Let’s talk. Let’s play. C Let’s check.)‎ 1． Teaching Aims:‎ ‎(1) Be able to say“Are there any …?”and the answers“Yes, there are. No there aren’t” can use them in the real situations.‎ ‎(2) Can finish Let’s check ‎2. Key and difficult points:‎ ‎(1) Be able to say“Are there any …?”and the answers“Yes, there are. No there aren’t”‎ ‎(2) Lead the Ss to use “any” correctly. ‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Game: T says the words, Ss point at a thing quickly.‎ b. Daily talk.‎ ‎ What’s in the village/city?‎ ‎ Lead Ss to use There is/are… in the village/city to say.‎ ‎ (bridge/houses/buildings/trees…)‎ ‎(2). Preview a. Let’s try. “Listen and circle”.‎ b. draw pictures.‎ Two groups stand the city and village, listen to the T’s instruments to draw pictures. ‎ T: There are many house in the village.‎ S1 draws a house in country, S2 don’t move.‎ ‎ T: There are many house in the city.‎ ‎ S2 draws a house in city, S1 don’t move.‎ ‎(3). Presentation Let’s talk a. T points to the pictures and ask:‎ ‎ What’s in your village / city? Are there any … in the village / city?‎ Lead Ss to answer: Yes, there are. / No, there aren’t.‎ Teach: Yes, there are. / No, there aren’t.‎ ‎ b. game: let the coin answer.‎ T shows out a coin , and say: Are there any…( rivers ) in your village?‎ Ss guess: Yes, there are./ No, there aren’t.‎ Then throw the coin, let the coin answer.‎ ‎ c. T: this is my village. Show the picture quickly.‎ ‎ What’s in it? Guess! ‎ ‎ Ss: Are there any … in your village?‎ ‎ Teach: Are there any … in your village?‎ d. show the lineation of the scene picture, and ask Ss: what’ s in my village/city?‎ ‎ Let Ss to ask: are there any…in the city/village?‎ Four groups have a competition.‎ e. listen and read.‎ Let’s check. ‎ ‎(4). Consolidation and extension a. Activity book. P53 E3 read and answer.‎ b. Act the story between the city mouse and the village mouse.‎ c. Listen to the tape and read.‎ Teaching notes:‎ Unit 6 lesson 6: (B Read and write Pair work. C Task time.)‎ 1． Teaching Aims:‎ ‎(1) Be able to read and write the sentences: “Are there any …? Yes, there are. No, there aren’t.” and the word: mountain.‎ ‎(2) Can use“There be …”to introduce village and describe.‎ ‎2. Key and difficult points:‎ ‎(1) Can read and write “ Are there any … in the …?”‎ ‎(2) Know fish’s pl is the same.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1) Warm-up:‎ a. let’s chant.‎ b. spell the words.‎ ‎(2). Preview ‎ Daily talk.(Activity book in P53 E4)‎ Name My favorite place to live ‎ There are There aren’t I like city. Because there are…there aren’t…‎ Write on the board.‎ Ask Ss to think: which do you like? Why?‎ Ask Ss: are there any….?‎ To tell your desk mate your favourite place to live and do the excise.‎ ‎(3) Presentation Read and write a. T says the scenes: There are many small houses/ricers/bridge/mountains…‎ ‎ The water is clean, there is many fish in the river.‎ ‎ The sky is blue, and there are many white clouds.‎ b. open the book and see, which picture do you draw?‎ c. listen and read by yourselves, and think T’s questions.‎ Are there any lake in Chen Jie’s village?‎ ‎ d. Ss read again and ask T questions if they can’t understand.‎ ‎ f. listen again and read after the tape, read sentence by sentence, and T teach the writing,‎ ‎ g. finish the sentences.‎ ‎ Pair work ‎ Four Ss ask and answer in the group.‎ Are there any…in the…‎ ‎(4).Consolidation and extension a. Activity book P54 E5 Read and write.‎ E6 Ask, answer and write,‎ b. write the sentences four times.‎ c. Listen to the tape and read.‎ d. write a article about your village according to the text. ‎ Teaching notes:‎ Recycle 2‎ Recycle2 lesson 1: (Let’s read Let’s chant.)‎ 1． Teaching Aims:‎ ‎(1) Review the housework in Unit 4.‎ ‎(2) Know the 12 months by recite the chant.‎ ‎2. Key and difficult points:‎ ‎(1) To combine the content in Unit4.‎ ‎(2) read and say the 12 months.‎ ‎3. Teaching aids:‎ Pictures, cards, tape, table-board (calendar)‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. sing the song of “I can help”.‎ b. free-talk ‎ what can you do?‎ ‎ Can you…?‎ ‎(2). Preview a. Let’s chant”.(Unit4 B)‎ b. Game: pass the actions. Ss ask: what can you do?‎ The last one say “I can….” according to the action passed to him.‎ c. ask and answer. ‎ ‎ S1: can you…?‎ ‎ S2: yes, I can. Can you…?‎ ‎ S3: yes, I can…‎ ‎(3).Presentaion Let’s read a. T take out the card of “cook the meals”, and ask:‎ ‎ Can you cook the meals? Who can the meals, your father or your mother?‎ ‎ Your father / mother isn’t at home today.‎ ‎ Who cooks the meals? What can you do?‎ b. T shows the picture of the “let’s read”, T:‎ ‎ Mother monkey isn’t at home today.‎ What can the little monkey do?‎ Listen carefully and then you’ll judge the sentences I read to you.‎ c. T says some sentences.‎ ‎ Mother monkey is at home.‎ ‎ The little monkey can cook the meals.‎ ‎ The little monkey can wash the clothes.‎ ‎ The little monkey can empty the trash.‎ ‎ The little monkey can help his father.‎ d. act the story.‎ ‎ T-Dad/ monkey Ss-monkey/dad Ss-Ss e. answer the questions, and write down the answers.‎ f. Activity book P57 E2 read and write.‎ Let’s chant T: do you know what day is the last Friday?‎ That’s New Year’s Day. And it is in January.‎ T plays the song, Ss read after it.‎ ‎(4).Consolidation and extension a. Activity book P57 E1‎ b. Listen to the tape and read.‎ Teaching notes:‎ Recycle 2 lesson 2: (Read and write Task time Let’s play.)‎ 1. Teaching Aims:‎ ‎(1) Be able to understand the article of “Read and write”, and do the excise.‎ ‎(2) Can finish the task “design a house” by group work.‎ ‎(3) Can read and answer the questions in “Let’s play”.‎ ‎2. Key and difficult points:‎ ‎(1) Use “There be “ to describe things.‎ ‎(2) Can read and answer the questions in “Let’s play”.‎ ‎3. Teaching aids:‎ Pictures, cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s chant.‎ b. spell the words in Unit6.‎ ‎(2). Preview read and write.‎ T: What’s this? (village)‎ T: What’s in the village?‎ T: Is there …?‎ T: Are there any…?‎ ‎(mountains, a lake, a river, small houses, trees, grass, sky, a road…)‎ ‎(3). Presentation Read and write a. T describe the picture, Ss judge right or wrong. (There is/are…)‎ b. Make sentences by a group of Ss.‎ ‎ S1: There, S2: There is, S3: There is a, S4 :There is a ….‎ c. T shows the sentences of “Finish the sentences”‎ There is a … in the picture There are many … in the picture.‎ There isn’t a… over the river.‎ There are no…in the river.‎ There are no…near the road.‎ There aren’t many…in the village.‎ d. Draw the missing things.‎ Ss point to the things.‎ T: This is Deng Ming’s village. It’s in the mountains.‎ ‎ Where are the mountains? ‎ Are there small houses?‎ Is there a river?‎ Is there a bridge over the river? NO? But Deng ming says there is a bridge over the river. Please draw on.‎ Are there any fish in the river? Oh, there are no fish in the picture. But in the text, Deng Ming says there are many fish in the river. Let’s put them in.‎ There are many things not show in the picture, please read the text, and draw these things.‎ e. Listen and check the picture.‎ Read and retail.‎ Game. Line up.‎ Show the word cards: aren’t is there a fish the any There in river.‎ Read the words first, the Ss who get the cards line up.‎ ‎ ‎ Let’s play a. Shows the picture.‎ T: This is my village. Is it pretty?‎ S1: where is the bridge?‎ S2: it’s over the river.‎ S1: are there any goats?‎ S2: yes, there are.‎ S1: how many goats are there?‎ S2: there are three goats.‎ Use “where…” “are there any…” “how many…” ask and answer with their desk ‎ mates.‎ a. Game: Catch the fish.‎ Put the “fish” around the classroom, and Ss choose the star to catch the fish, and answer the questions. If they are right, they’ll get the stars.‎ ‎(4). Consolidation and extension a. Task time. Make an ad for a house.‎ b. Activity book P58 E3 Read and write.‎ E4 Read and write.‎ c. Listen to the tape and read.‎ Teaching notes:‎ Recycle 2 lesson3: (Listen and choose Pair work. Let’s sing.)‎ 1． Teaching Aims:‎ ‎(1) Review the pattern “There be”, prep and the phrases. by the activity of “Listen choose” and “Pair work”.‎ ‎(2) Learn the song of “We Can Help Our Planet”.‎ ‎2. Key and difficult points:‎ ‎(1) Strength the prep and the pattern of “There be”.‎ ‎(2) Distinguish the pictures which are alike.‎ ‎ ‎ ‎3. Teaching aids:‎ Pictures (about the bedrooms ect.), cards, tape.‎ ‎4. Teaching steps:‎ ‎(1).Warm-up:‎ a. Let’s sing “We Can Help Our Planet”‎ b. T shows the picture about the room, nature park and village. ‎ Free talk.‎ What can you do? Where is …? Is there ….? Are there any…? How many…?‎ ‎(2). Preview Game: Do as me. ‎ T: Show me your hands. Put your hands on / in / under/ near / behind / in front of/ over the desk.‎ ‎(3). Presentation a. T shows the back of the picture, Ss answer the name of them.‎ b. T shows the picture of “Pair work”, Let Ss ask: Where is the …? S1: It’s in / on / over …‎ a. Game: Guess. ‎ One student face the Ss, the other Ss ask: Is there a … in the picture? S1 say yes or no.‎ b. Desk mate.‎ S1 match four things in “Pair work” ‎ S2 asks: Is there a… in the picture?‎ S1: Yes, there is.‎ S2: Where is it?‎ S1: it’s in/on…‎ Listen and choose.‎ a. T says a sentence, Ss point a picture. If he is right, he can get score.‎ b. Listen to the tape, finish the exercise.‎ ‎(4).Consolidation and extension a. game. ‎ Show the four words: city, village, park, room.‎ Four groups stand for a word, T show another word, a student read it. If the word is in the city/ village/ park/ room., this group should say the sentence quickly and loudly. Then they’ll get the score.‎ b. Game: Interesting sentences: ‎ ‎ Every student prepare two piece of paper, one writes the name(Ex: closet), the other writes the place(Ex: in the river). Then put them together, compose an interesting sentences. ‎ c. Activity book P59 E5 Listen and write.‎ ‎ E6 Listen and draw.‎ d. listen to the tape and read.‎ Teaching notes:‎