北师大版小学英语一年级(下)英文教案
珍惜所拥有的幸福-上海中考网2014
Unit 7 Animals
Lesson 1
Teaching
aims:
Vocabulary: rabbit bird numbers one
through ten dog cat fish
Structures
(New)
Receptive: What is it?
Productive: It’s a dog.
Structures (Review)
Receptive: How many…?
Teaching
preparatio
n
：
Prepare the
posters and flashcards for this lesson.
Teaching steps
：
Step1：review the
numbers one through ten.
Call out numbers from
one trough ten randomly. Have
children listen
and hold up the correct number of fingers.
Step2：Preview
Review the words dog, cat and
fish with the flashcards.
Hold up the
flashcard for rabbit. Present the word rabbit.
Model the word at least twice, and then have
the children
repeat after you in a choral
drill. Point to the picture
and elicit the
word from individual children.
Repeat the step
above to present the new vocabulary: bird.
Review the five words by repeating the
step above.
Step3：Presentation of new
language
Have children open their books and
look at the picture.
Using Chinese, discuss
the picture. Ask children where the
characters
are, what they are doing, how they feel, what
Ann has bought, and so on.
Ask, “What
colors can you see ?” Hold up your copy of
the
book and point to different animals, eliciting the
colors.
Now point to the dogs and ask,
“How many dogs are there?”
Elicit, “Three.”
Repeat the step above for bird, cat, rabbit,
and fish.
Step4：Talk about the story
Have the children look at the pictures as you
play the tape.
Play the tape again and have
the children repeat the words.
Step 5：Touch
and say
Have children open their books and
direct their attention
to the pictures and
words along the foot of the page.
Play the
tape, and have them point to each picture as they
hear the matching word.
Replay the tape
while displaying your copy of the page.
Without the tape, read the words together.
板书设计：
Lesson 1
What is it?
It’s a dog.
How many…?
课后小结：由于是新授课，学生对单词的掌握情况不太熟练，下节课要多练习。
Lesson
2
Teaching aim
s：
Structures(Review)
What is it? It’s a dog.
Vocabulary: dog cat rabbit fish bird
Teaching preparatio
n
：
The
flashcards for this Unit.
Teaching step
s：
Step 1：Preview
Review the flashcards for
this Unit.
Collect together pictures of fish,
dogs, cats, rabbits,
and birds.
Cover one
of the pictures with a piece of card so that when
you hold it up, the children cannot see what
it is.
Have the children guess what animal it
is. Elicit “It’s
a fish.”
Repeat
the steps for dog, cat, rabbit, and bird.
Step 2：Trace and match
Have the children look
at the pictures to be traced at page
4.
Have the children trace the animals and say
the sentences
for each one.
Now have
children read the sentences on the page. Direct
them to join the words to the matching
pictures with a
pencil.
Step 3：Sing the
song
Read the words and have children listen
and follow the
words silently.
Play the
tape without stopping. Have children listen and
point to each number and animal as it
mentioned.
Play the song again and have
children join in with the words.
As they chant
they should point to the illustrations.
Divide
the class into five groups. Assign each group two
consecutive numbers. Each group sings a verse
and the class
mimes or does an imitation of
the animals mentioned.
Step 4：Set homework
Ask the children to remember the
words.
课后小结：学生对数字掌握的比较熟练，但个别学生对句子掌握的不是太好，
下课后需多加辅导。
Lesson 3
Teaching aims:
Review: What is it? It’s a dog.
Teaching preparation:
Flashcards for cat, dog, rabbit, fish, and bird.
Pencils or crayons.
Teaching step
s：
Step 1：Listen and practice
Have the children open their books at page their
attention to the photograph of the mouse. Point to the
picture on the page and say, “This is mouse.”
Play the tape, pointing to the photograph of the word.
Now replay the tape and have children touch the photograph
as they listen.
Play the tape one more time and have children listen and
repeat the word, mouse.
Repeat the procedure above for the words monkey, net and
nest.
Step2：Say the rhyme
Tell the children that they are going to learn a thyme about
animals.
Play the tape, the
teacher acts out the thyme while
listening to
it. Try to make children understand the
meaning of the thyme.
Play the tape for
third time, have the children listen to
the
tape and encourage them to say one or two words
with
the tape.
Play the tape again and
again and have the children act
or clap their
hands with the rhyme, have them shout out
words or phrases.
Have the children act
out with the teacher while trying
to say the
rhyme.
Step 3：Match and draw
Hold up
your copy of the book, point to each drawing and
elicit the name of the animal.
Draw
children’s attention to the seven pictures of pet
animal habitats. Explain that they are going
to decide
which animal lives where.
Now
have the children copy the line drawing of each
animal
into the correct place.
Step
4：Homework
Ask each child to make a mask of
their favorite animal.
课后小结：这节课作练习效果比较好，学生掌握单词的熟练程度好多了。
Lesson 4
Teaching aims:
Structures(Review)
What is it? It’s a
dog.
Vocabulary: dog cat rabbit fish
bird mouse
monkey
Teaching step:
Step 1: Warm-up
Review he rhyme from the
previous lesson. Have children
say the rhyme
in a class chorus. Then say it in teams or
chose individual student to say the rhyme.
Encourage students singing animal songs or
saying animal
rhyme while imitating the
animal.
Step 2 Review with poster
Using
Chinese, ask them to describe the picture. Ask
where
the characters are, what they are doing
and how the
children think the characters
feel.
Say, “Point to a dog.” and have the
children point to
a dog. Repeat this for bird,
cat, fish, and rabbit.
Practice asking yesno
questions. Point to the rabbit and
ask, “Is it
a dog?” Elicit, “No” or “No, it is a
rabbit.”
Step 3: Match and color
Say,
“Open your books.” Have the children look at the
picture.
Say “Find a dog.” Have children
point to a dog in the
picture.
Repeat the
step above for fish, cat, rabbit, bird, mouse
and monkey.
Draw children’s attention to
the text at the top of the
page. Have them
read each sentence silently.
Explain that they
are going to match each sentence with
one of
the animals.
Set enough time for children to
do the matching activity.
Then have them color
each animal according to the
sentences.
Step 4: Find and color
Have the children open
their books and look at the picture.
Explain
that in the picture there are some animals. Give
children a few minutes to look for the
animals.
When all the children have found the
animals, they can
color them and share their
pictures with class.
Step 5: Set homework
Review the words
课后小结：在做练习之前先对单词进行复
习，学生熟练掌握之后，再做单词连
线，学生掌握的比较好。
Unit 8 Shapes
Lesson 1
Teaching aims:
Structures(New)
Receptive: What shape is it?
Productive: It’s a square.
Structures(Review)
Receptive: What is it?
Productive: It’s a dog.
Vocabulary(New):square circle triangle star
heart
rectangle
Vocabulary(Review): dog
cat rabbit fish bird mouse
monkey
net nest
Teaching preparation:
Prepare student cards, poster for this Unit,
scissors,
crayons, and pencils.
Teaching
Steps:
Step 1: Review
Review the words.
Ask, “What is it ?” and have children
respond,
“It’s a dog.”
Repeat for all the words
of animals.
Step 2: Preview
Use the
flashcards to present the new vocabulary.
Hold
up the flashcard for square and have children look
at it. Point to the square and say, “It’s a
square.”
Present the word, square. Model the
word at least twice.
Now have children repeat
after you in a choral drill. Then
point to the
shape and elicit the word from individual
children.
Repeat the step above and
present the new vocabulary:
circle, triangle,
rectangle, star, and heart.
Review the six new
words by holding up different shapes
and
eliciting the word from the children in a choral
drill,
and then from individuals.
Step
3: Model the dialog
Pin up the Poster for this
Unit where all the children can
see it. Allow
a few minutes for the children to look at
it.
Using the cookies on the poster to present the
other new
structures: It’s a square, It’s a
circle, It’s a
triangle.
Step 4: Talk
about the story
Have the children open
their books at pages 10. Have the
class look
at the picture as you play the tape.
Play the
tape again and have the children repeat the words.
Step 5: Story
Play the tape and have the
children look at the pictures
as they listen.
Play the tape again, pausing at each picture.
Have the
children repeat the words each time.
Step 5: Set homework
Ask the children to
remember the words and practice the
sentences.
课后小结：本课的单词为形状类，而且发音较难，可以指出新单词中发音与原
来所学单词相同，
学生接受的会更快一些，例如：circle中的ir与bird中
的ir发音相同。
Lesson 2
Teaching aims:
Structures(Review)
Receptive: What shape is
it?
Productive: It’s a square.
Vocabulary: square circle triangle star heart
rectangle
Teaching preparation:
Flashcards for this Unit.
The puppet of Uncle Booky.
Pencils and crayons for coloring.
Teaching
steps:
Step 1: Review
Have the children
take out the set of shapes that they made
in
the previous lesson. Say, “Star” and have children
stand up and hold up their star shape.
Repeat the step above for square, circle,
triangle,
rectangle, and heart.
Let
children call out shape names and have the class
listen
and trace the shape in the air.
Step 2: Preview
Place your set of flashcards
in a box, a hat, or inside
a book so that the
children cannot see.
Very slowly remove one of
the shapes from the box. Children
watch and
try to guess what the shape is. Have them call
out, “It’s a square.”
Continue until you
have revealed all the shapes.
Step 3: Look
and draw
Student Activity Book page 12
Have the children look at the shapes to be
traced.
Give the children a few minutes to
look the picture
carefully, and find
the shapes.
Do the first line with the
children and give children
enough time to
finish all the blanks.
Check the answers by
having children hold up their books
and show
their pictures to the rest of the class.
Step 4: Sing the song
Explain to the children
that they are going to learn a sng
about
shapes.
Say the names of the shapes and have
children point to each
one.
Read the words
and have children listen and follow th e
words
silently.
Now play the tape without stopping.
Have children listen
and point to each shape
as it is mentioned.
Play the song angina. Have
children join in with the words.
As they sing,
they should point to the shapes.
Set
homework
Sing the new song to their families.
课后小结：兴趣是最好的老师，在游戏中教学往往得到很好的效果，本节课的
歌曲引导学生在韵
律和节奏中记忆掌握单词，学生掌握情况好多了。
Lesson 3
Teaching
aims:
Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
Vocabulary:
square circle triangle star heart
rectangle
Teaching preparation:
Flashcards for this Unit.
Children’s sets of shapes.
Pencils and crayons for coloring.
Teaching
steps:
Step 1: Review
Review the
flashcards for shapes that the children have
already known.
Step 2: Listen and
practice
Direct children to open their books
and draw their
attention to the photograph of
he orange. Point to the
picture and say, “This
is an orange.”
Play the tape, pointing to the
photograph of the word.
Now replay the tape
and have children touch the photograph
as they
listen.
Play the tape on more time and have
children listen and
repeat he word, orange.
Repeat the procedure above for other words,
octopus, and
pen.
Review the word
pencil with the flashcard.
Step 3: Say the
rhyme
Tell the children that they are going to
learn a rhyme.
Play the tape , the teacher
acts out the rhyme while
listening to it. Try
to make children understand the
meaning of the
rhyme.
Play the tape again, and encourage the
children to clap
their hands or act out while
listening.
Encourage children to say one or
two words with the tape.
Have the children act
out with the teacher while trying
to say the
rhyme.
Step 4: Trace and match
Have
children look at the shapes to be traced at page
15.
Direct the children to trace each shape
carefully and
produce the word for each one.
Now have them read the vocabulary words on the
page.
Explain that they are going to match
each word with one
of the shapes.
Have
children join the words to the shapes with a
pencil.
Step 5: Set homework
Ask the
children to say the rhyme to their families.
课后小结：歌谣提高了学生的兴趣，大部分学生听说练习都达到了熟练的程度，
个别学生需 要辅导。
Lesson 4
Teaching aims:
Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
Vocabulary: square circle triangle star heart
rectangle orange octopus ostrich pig peacock
Teaching preparation:
poster for this Unit
Pencils and crayons for coloring
Teaching steps:
Step 1: Warm-up
Review the rhyme from the previous lesson. Have children
say the rhyme in a class chorus, then in teams or chose
individual student to say it.
Review the words belong to shapes.
Step 2: Review with poster
Give the children an opportunity to produce anything they
can about the illustration.
Point to different objects and ask, “What color?” Elicit,
red, brown, green and so on.
Point
to different objects and ask, “How many?” Elicit,
one, two, and so on.
Say, “Show me a
circle.” Have children point to a circle.
Repeat the step above for square, triangle,
star, and
heart.
Step 3: Read and color
Direct their attention to the instructions in
the top
left-hand corner of the page 16.
Read the instructions together and check that
all the
children understand what they are
going to do.
Have children find the shapes
within the body of the robot
and color
according to he instructions.
Check the
answers by having children hold up their books
and show their colored pictures to the rest of
the class.
Step 4: Find and color
Explain that children are going to look for
the shapes
within the picture and say the name
of each one.
Ask the children to color the
shapes and check the answers.
Step 5: Set
homework
Ask the children to review the words
and sentences of this
unit.
课后小结：通过
复习和练习，大部分学生已经掌握了本单元的单词和指令，课
本练习中的涂色练习很好的检查了学生掌握
单词的情况，根据教学反馈及时调
整教学进度和教学方式。
Unit 9 Food
and drink
Lesson 1
Teaching aims:
Structures(New)
Productive: I like
hamburgers.
Structures(Review)
Receptive: What shape is it?
Productive: It’s a square.
Vocabulary:
hamburgers French fries pizza chicken
juice milk ice cream rice noodles
Teaching preparation:
Flashcards for Unit 8.
The poster
for this unit
Scissors, pencils,
and crayons for coloring
Teaching steps:
Step 1: Review
Review the words of shapes.
Step 2: Preview
Use the flashcards of
food and drink items to present the
new
vocabulary.
Hold up the flashcard for milk.
Say, “It’s milk.”
Present the word milk. Model
the word at least twice. Now
have children
repeat after you in a choral drill, then
elicit the word from individuals.
Repeat
the step above and present the following new
vocabulary: hamburgers ,French fries, pizza,
chicken,
juice, milk, ice cream, rice and
noodles.
Review the nine new words by
holding up the flashcards and
eliciting the
words from the children in a choral drill,
then from individuals.
Step 3:
Presentation of new language
Pin up the poster
for this unit where all the children can
see
it. Allow a few moments for the children to look
at
it.
Teach the concept of “like.” Point
to the hamburgers on
the poster and convey the
idea to the children that you
like them.
Present the structure, I like hamburgers. Model
the structure at least twice. Now have
children repeat
after you in a choral drill,
then elicit the structure from
individuals.
Repeat the step above ad, using the food and
drink
illustrations in the poster,
present the other new
structures：I like French
fries, I like pizza, I like
chicken, I like
juice, I like milk and so on.
Step 4: Story
Have the children open their books to pages
18. Have the
children look at the picture as
you play the tape.
Play the tape again and
have the children repeat the words.
Step 5:
Touch and say
Have children open their books
and direct their attention
to the
illustrations and words that appear around the
border.
Play the tape, and have them point
to each picture as they
hear the matching
word.
Replay the tape while displaying your
copy of the page.
Touch the photograph of
pizza, say, “I like pizza.”
Repeat this
procedure for other photographs.
Have children
word in pairs. One child points to pictures
of
food and drink items that he or she likes and
produces
the structure. The other child looks
and listens. Explain
to the children that they
only point and talk about the
pictures of the
food and drinks that they like.
Step 6: Set
homework
Ask the children to remember
the words of food.
课后小结：用情景来引入课文，发现学生的兴趣很高，而且学
习效率也提高了
很多，以后要多多采用。
Lesson 2
Teaching
aims:
Structures(Review)
Productive: I like hamburgers.
Vocabulary:
hamburgers French fries pizza chicken
juice milk ice cream rice noodles
Teaching preparation:
Flashcards for this Unit.
Pencils
or crayons
Children’s sets of
food and drink cards.
Teaching steps:
Step 1: Warm-up
Hold up the flashcard for
milk. With the other hand bounce
a ball on the
floor and have children produce the word milk
each time you bounce the ball.
Vary the
pace at which you bounce the ball.
Repeat the
procedure with the pictures for the other
vocabulary items.
Step 2: Preview
Cover the flashcard for ice cream with
a piece of paper
or card so that the children
cannot see the picture.
Hold up the covered
picture and very slowly begin removing
the
paper or card. Children try and guess what the
food
or drink item is. Have them call out
their guesses.
Continue until you have
revealed all the vocabulary items.
Step 3:
Trace and circle
Have the children look at the
pictures to be traced.
Have children carefully
race each item and orally produce
the word for
each one.
Now have them read the vocabulary
words below each picture.
Explain that they
are going to choose the correct word for
the
picture and circle it.
Have children circle
one of the words with a pencil.
Step 4: Sing
the song
Tell children that they are going to
learn a song about
food and drink.
Read
the words and have children listen and follow the
words silently. Explain that only the first
three verses
are printed on the page, but that
the children will hear
about all the food and
drink items that are illustrate.
Now play the
tape without stopping. Have children isten
and point to each food or drink item as
it is mentioned.
Play the song again and have
children join in with the words.
As they sing,
they should point to the pictures.
Step 5:
Set the homework
Ask the children to sing the
song to their families.
课后小结：指令练习和歌曲提高了学生的兴趣，在游戏中教学，可以达到事半
功倍的效果。
Lesson 3
Teaching aims:
Structures(Review)
Productive: I like
hamburgers.
Vocabulary: hamburgers French
fries pizza chicken
juice milk ice
cream rice noodles quilt queen
Teaching preparation:
Flashcards for this Unit.
Pencils
or crayons
Children’s sets of
food and drink cards.
Teaching steps:
Step 1: Warm-up
Review the rhyme from the
previous lesson. Have children
say the rhyme
in a class chorus, then have them say it in
teams or chose individual student to say.
Review the sentence “I like milk.”
Step 2: Listen and practice
Have the
children open their books at page 22. Point to
the picture and say, “This is a quilt.”
Play the tape, pointing to the photograph of
the word.
Now replay the tape and have
children touch the photograph
as they listen.
Play the tape one more time and have children
listen and
repeat the word, quilt.
Repeat
the procedure above the words queen, rabbit and
rice.
Step 3: Say the rhyme
Tell the
children that they are going to learn a rhyme.
Play the tape, the teacher acts out the rhyme
while
listening to it. Try to make children
understand the
meaning of the rhyme.
Play
the tape again, and encourage the children to clap
their hands or act out while listening.
Play the tape again and again and have the
children act
or clap their hands with the
rhyme, have them shout out
words or phrases.
Have the children act out with the teacher
while trying
to say the rhyme.
Step 4: Read and draw
Have the children open
their books to page 23.
Have them look at the
pictures of food and drink and elicit
the
vocabulary.
Point to the picture of pizza and
ask them which category
it belongs to. Repeat
this for the other eight items.
Allow the
children time to draw each item in the
appropriate group.
课后小结：在歌谣学习过程中，鼓励学生看图猜测歌
谣大意，引导学生主动学
习，并通过歌谣的学习复习单词，效果较好。
Lesson 4
Teaching aims:
Structures(review)
Productive: I like hamburgers.
Vocabulary: hamburgers French fries pizza
chicken
juice milk ice cream rice
noodles quilt queen
rain robot
Teaching preparation:
Flashcards for this Unit.
Pencils
or crayons
Children’s sets of
food and drink cards.
Teaching steps:
Step 1: Warm-up
Have children pick a
card from their sets of food and drink
items.
Have them read it and practice the sentences.
Step 2: Review with poster
Review the
vocabulary and structures for this Unit with
the poster.
Give children an opportunity
to produce anything they can
about the
illustration.
Point to the pizza that Ken is
eating and ask, “What is
it?” Elicit, “Pizza.”
Repeat the step above for the other eight
vocabulary items.
Point to Mocky’s speech
bubble and say, “I like
hamburgers.” Have
children repeat after you.
Point to the other
food and drink items and elicit the I
like …
structure as a choral drill, then from
individuals.
Step 3: Read and match
Have
them read each one silently then look at the
pictures.
Explain that they are going to match
each sentence with
one of the pictures.
Have children match each sentence to one of
the pictures
with a line.
Check the
activity by having volunteers read out a sentence
and show the class the picture to which it
refers.
Step 4: Find and color
Have the
children look at the picture at page 25.
Explain that they are going to look for things
within the
picture and color each one in a
different color.
Have the children count the
number of each object and write
the number on
the right column.
Step 5: Set homework
Ask class to review the words and sentences of
this unit.
课后小结：本节课是复习课，做练习之前对单词和句型进行充分的复习，再做<
br>课本上的涂色与连线练习，学生掌握的效果很好。
Unit 10 Family
Lesson 1
Teaching aims:
Structures(New)
Who’s this?
This is my
mother.
Structures(Review)
I like
hamburgers.
Vocabulary(New)
Mother father sister brother
friend
Vocabulary(Review)
Hamburgers
French fries pizza chicken juice milk
ice cream noodles
Teaching preparation
Children’s sets of food and drink picture
cards from unit 9
The poster for this unit
The mask of Ann
A piece of paper for each
child, and crayons for coloring.
Teaching
steps:
Step1: Warm-up
Review the food
and drink vocabulary from the previous unit.
Step 2: Preview
Use the poster for this unit
to present the new vocabulary.
Pin up the
poster where all the children can see it and hae
them look at it for a few moments. Explain
that today they
are going to learn about
family members.
Point to the picture of Ann’s
mother and say, “This is Ann’s
mother.” Model
the word at least twice. Now have children
repeat after you in a choral drill, then point
to the picture
and elicit the word from
individuals.
Repeat the step above and present
the following new vocabulary:
father,
sister, brother, friend.
Review the new words
by pointing to different people in the
picture
and eliciting the appropriate word from the
children.
Step 3 presentation of new
language
Have the children look at the poster.
Point to Ann’s mother
in the poster and say,
“This is my mother.” Present the
structure at
least twice. Now have children repeat after you
in a choral drill.
Repeat the step above
and , by pointing to the other people
in the
picture, present the other new structures: This is
my
father. This is my sister. This is my
brother. This is my
friend.
Review the
structures by pointing to different people in the
picture eliciting the structure as a choral
drill, then from
individual children.
Step 4 Talk about the story
Have the children
open the book at pages the children
look at
the picture as you play the tape.
Play the
tape again and have the children repeat the words.
Step 5 Extension
Hand out a piece of
paper for each child. Explain that they
are
going to draw pictures of their families. It will
include
their mother, father, sisters,
and brothers. Ask them to
include a drawing of
a friend.
Children place their completed
drawings on he desk in front
of them. Call out
items and have children point to the people
in
their pictures.
Step 6 Set homework
Ask
children to bring in a photograph or photographs
of their
families and friends for the next
lesson.
课后小结：本单元的重点词汇属于家庭类，在引入时注意设置适当的情景启动
学生的原有知识库，调动学生学习积极性。
Lesson 2
Teaching
aims
Structures (Review)
This is my
mother.
Vocabulary
Mother father
sister brother friend
Teaching preparation
Flashcards for Unit 10
Children’s family
photographs.
Teaching steps:
Step 1
Flashcards review
Use the flashcards to review
vocabulary for this Unit.
Step 2 Read
and match
Have the children look at the
pictures of family on the page 28.
Direct the
children to read the words on the page. Explain
that they are
going to match each word with a
character in the picture. Set a
reasonable
time for children to complete the task.
Check
the activity by having children hold up their
books and show the
class which word they
joined with each character.
If there is time,
children can color the picture.
Step 3 Sing
the song
Have the children open their books at
page 29. Explain that they are
going to learn
a new song about family and friends.
Say the
words and have children point to each person as
you say them.
Read the words and have children
listen and follow the words silently.
Explain
that only the first three verses are printed on
the page, but that
the children will hear
about all the people who are illustrate.
Play
the tape without stopping. Have the children
listen and point each
family member as they
are mentioned.
Play the tape again and have
children join in with the words. As they
sing,
they should point to the pictures.
Have
children take out their family photographs or
drawings.
Encourage volunteers to point to one
of their family members and sing
a verse of he
song about them.
Step 4 Set homework
Explain to the children that you want them to
sing the new song to their
families.
课后小结：
在课堂上适当调整内容结构，融入一些音乐，学生在欢乐中学到的
知识更牢固，以后要多采用。
Lesson 3
Teaching aims:
Structures
(Review)
This is my mother.
Vocabulary(Review)
Mother father sister
brother friend
Vocabulary(New)
Salad
sandwich tomato tea
Teaching preparation
You will need:
Pencils and crayons for
coloring
Children’s family photographs or
drawings.
Teaching steps:
Step 1 Review
Review the words and sentences that have
learned.
Step 2 Listen and practice
Have
the children open their books at page 30. Draw
their attention to
the photograph of
the sandwich. Point to the photograph of the word.
Play the tape, pointing to the photograph of
the word.
Now replay the tape and have
children touch the photograph as the
listen.
Play the tape one more time and have children
listen and repeat the
word, sandwich.
Repeat the procedure above for the word salad,
tomato and tea.
Step 3 Say the rhyme
Tell the children that they are going to learn
a rhyme.
Play the tape, the teacher acts out
the rhyme while listening to it. Try to
make
children understand the meaning of the rhyme.
Play the tape again, and encourage the
children to clap their hands or
act out while
listening.
Play the tape again and again and
have the children act or clap their
hands with
the rhyme, have them shout out words or phrases.
Have the children act out with the teacher
while trying to say the
rhyme.
Step 4
Trace and match
Direct children’s attention to
the things they are going to trace.
Help them
to trace the food and drink carefully and say the
names of
these things.
Read the words in
the middle of the page. Ask children to match the
pictures with the words.
If there
is time, have children color the pictures.
Step 5 Set homework
Tell the children that you
want them to color the pictures for
homework.
课后小结：同过反复的听说练习，加强了学生对单词和句型的理解，在做练习
前先复习所学知识
，效果比较好。
Lesson 4
Teaching aims
Structures (Review)
This is my mother.
Vocabulary
Mother father sister brother
friend salad sandwich
tomato tea
Teaching preparation
The poster of this
unit.
Pencils and crayons for coloring.
Teaching steps:
Step 1 Review with
poster
Using Chinese, talk about the picture.
Discuss what Ann and Mocky are
doing, where
the family is on vacation and what each person is
doing in
the pictures.
Point to the
ice cream and ask, “What’s this?” Elicit, “Ice
cream.”
Review the family members and friend.
Step 2 Read and circle
Have the children
open their books at page 32 and ask them to look
at
the family tree.
Using Chinese, ask
them if they know what a family tree.
Point to
each person in the family tree and elicit the
vocabulary words.
Now have children read the
words below each illustration. Explain that
they are going to circle the word that
describes the person above
Have children
circle five words and then check the activity
together.
Have children hold up their books
and show the class the word that they
circled
for each person.
Step 3 Find and color
Have children look at the picture and say
anything they can about it in
English.
Point to different family members in the
picture and elicit the
vocabulary.
Explain
that children are going to look for the things
they have learned
within the picture and color
each one in a different color.
Set enough time
for the children to color the picture and check
the
exercise by having children hold up their
books and show their pictures
to the rest of
the class.
Step 4 Set homework
Review the words of this unit.
课后小结：通过学习，学
生对单词和句型已经熟练掌握，在原有知识的基础上
让学生理解家庭树的含义，学生的兴趣很高，求知欲
强，效果比较好。
Unit 11 Clothes
Lesson 1
Teaching aims
Structures (New)
It’s
a dress.
They are pants.
Structures
(Review)
This is my sister.
Vocabulary
Dress shirt pants sweater socks
shoes
Teaching preparation
Prepare the
flashcards for this unit and the poster for this
unit.
Teaching steps
Step 1 Warm-up
Review the family words and rhyme from the
previous unit.
Step 2 Preview
Hold up
the flashcard for sweater. Say, “It’s a sweater.”
Model the word
sweater at least twice. Now
have children repeat after you in a choral
drill, then elicit the word from
individuals.
Repeat the step above and present
the new words shirt and dress.
Now hold up the
flashcard for pants. Say, “They are pants.” Model
the
word pants at least twice. Now have
children repeat after you in a
choral drill,
then elicit the word from individuals.
Repeat
the step to present shoes and socks.
Review
the new words by holding up different flashcards
and eliciting
the word from the children in a
choral drill.
Step 3 Story
Have the
children open their books at pages 34. Have them
look at the
picture as you play the tape.
Play the tape again and have the children
repeat the words.
Step 4 Touch and say
Have children open their books and direct
their attention to the words
that appear along
the foot of the page.
Play the tape , and have
them point to each picture as they hear the
matching word.
Replay the tape while
displaying your copy of the page.
Direct the
children to look at the pictures at the bottom of
this page.
Have them work in pairs, taking
turns to point to and say the words for
all
the pictures. Provide a teacher-children example:
have one child
point to a photograph; you
respond with the word.
Step 5 Set
homework
Have children open their books to the
page of the clothes cards. Have
the children
color them.
课后小结：本单元为服装类词汇，在引入新单词时，要先复习以前所学的颜色
词汇，在由学生本身的着装引入所学单词，效果较好。
Lesson 2
Teaching aims
Structures (Review)
It’s a shirt.
They are shoes.
Vocabulary
Dress shirt pants sweater
socks shoes
Teaching preparation
Prepare
the flashcards for this unit and the poster for
this unit.
Children’s clothes picture cards.
Teaching steps
Step 1 Review
Have
children take turns to call out words and have the
other children
listen and hold up their
picture cards.
Step 2 Preview
Cover the
flashcard of a dress with a piece of paper or a
card so the
children cannot see it.
Hold up the covered flashcard and
gradually reveal it by slowl
removing the
paper or card.
Have children try to guess what
the clothing item is. Explain that they
must
use It is or They are in order to win the point.
Have theme call out
their guesses
individually, or make it into a team game.
Repeat the procedure with the flashcards of
the other clothes
vocabulary.
Step 3
Trace and match
Have children open their books
and look at the pictures that they are
going
to trace and guess what each one is. Elicit, “It’s
a shirt.” Or
“They are socks.”
Now have
children trace each item of clothing with a pencil
Ask the children to read the words on the
page. Have them match each
word with one item
of clothing.
Check the answer by having
children hold up their books and show the
class which word they joined with which item
of clothing.
Step 4 Sing the song
Have
the children look at the illustrations that
accompany the song.
Say the names of the
clothes and have children point to each item.
Read the words and have children listen and
follow the words silently.
Play the song
straight through. Have the children listen and
point to the
clothes as they are mentioned.
Play the song again. Have the children
join in with the words.
Have children take
out their sets of clothes cards. Play the tape
again
and have children hold up the clothes
items as they are mentioned.
Step 5 Set
homework
Ask the children to sing the new song
to their families.
课后小结：歌曲的反复诵唱让学生在节奏和韵律中再次熟悉所
学单词，在歌曲
的学习过程中，假如适当的动作 帮助学生理解歌词含义，学生兴趣很高。
Lesson 3
Teaching aims
Structures
(Review)
It’s a shirt.
They are shoes.
Vocabulary(Review)
Dress shirt pants
sweater socks shoes
Vocabulary(New)
Umbrella violin watermelon watch
Teaching preparation
Prepare the
flashcards for this unit and the poster for this
unit.
Children’s clothes picture cards.
Teaching steps
Step 1 Review
Call
out clothes words randomly and have children
respond by miming
getting dressed.
Step 2 Listen and practice
Ask children
to open their books and draw their attention to
the
photograph of the umbrella. Point to the
picture on the page and say,
“This is an
umbrella.”
Play the tape, pointing to the
photograph of the word.
Now replay the tape
and have children touch the photograph as they
listen
Play the tape one more time and
have children listen and repeat the
word,
umbrella.
Repeat the procedure above for other
words, violin, watermelon and
watch.
Step 3 Say the rhyme
Tell the children that
they are going to learn a rhyme.
Play the
tape, the teach acts out the rhyme while listening
to it. Try to
make children understand the
meaning of he rhyme.
Play the tape again, and
encourage the children to clap their hands or
act out while listening.
Play the tape for
the third time, have the children listen to the
tape, and
encourage them to say one or two
words with the tape.
Play the tape again and
again and try to have the children act or clap
their hands with the rhyme, have them shout
out words or phrases.
Have the children
act out with the teacher wile trying to say the
rhyme.
Step 4 Read and color
Have the
children look at the picture on the page 39.
Ask children what they can see. Ask them if
this looks like their
bedroom at home.
Now
say, “ They are blue.” Have children color the
socks blue.
Repeat the procedure for the other
items in the picture.
Step 5 Set homework
Ask the children to say the rhyme to their
families.
课后小结：本课中的连线很好地检测了学生对单词的掌握情况，在听说练习中加深学生对句型的掌握，这样可以达到很好的效果，以后要多采用。
Lesson 4
Teaching aims
Structures (Review)
It’s a shirt.
They are shoes.
Teaching
steps
Step 1 Warm-up
Review the rhyme
from the previous lesson. Say the rhyme in a class
chorus, then in groups or chose individual
student to say.
Step 2 Review with poster
Review the vocabulary and structures for this
unit with the poster.
Step 3 Read and
match
Have children look at the pictures at
page 40.
Have them say the English names of
these pictures.
Teacher says the English, and
have the children point to the picture.
Have
the children read the sentences in the middle.
Explain that they are going to match each
sentence with one of the
pictures.
Have
the children match each sentence to one of the
pictures with a
line.
Step 4 Find and
color
Have children open their books, look at
the picture and say anything
they can about it
in English.
Now discuss the picture briefly in
Chinese.
Explain that the children are going
to look for clothes they know in the
picture,
and color each one.
Step 5 Set homework
Review the unit words.
课后小结：在复习中让学生做一些小练习，
可以检验学生的掌握情况，这样就
可以更有针对性地复习。
Unit 12 I can
swim
Lesson 1
Teaching aims
Structures (Review)
It’s a dress.
They are
pants.
Structures (New)
I can jump.
Vocabulary
Can jump swim walk
run dance dress shirt
pants sweater
socks shoes
Teaching preparation
The poster for this unit
Teaching steps
Step 1 Warm-up
Explain that children are going
to point to the clothes that you call out.
Step 2 Preview
Explain that today the children
are going to learn how to talk about
some
things they can do.
Make sure you have all the
children’s attention and jump into the air.
Jump again and say, “I can jump.” Model the
word jump at least twice.
Now have children
repeat after you in a choral drill. Then elicit
the verb
from individuals.
Repeat the step
above and present the following new vocabulary:
swim,
walk, run, dance.
Now have
children do the actions when you say the words.
Step 3 Story
Have the class look at the
picture as you play the tape.
Play the tape
again and have the children repeat the words.
Step 4 learn the words
Have children
open their books and direct their attention to the
words
that appear along the foot of the page.
Play the tape, and have them point to each
picture as they hear the
matching word.
Replay the tape while displaying your copy of
the page.
Without the tape, read the words
together.
Have the children work in pairs to
read the words.
Step 5 Set homework
Review the unit words.
课后小结：本单元的单词为动作类，在情景
引入时，可以让学生在课堂前先跟
着老师做动作，既提高了学生的注意力，也加深了学生的印象。
Lesson 2
Teaching aims
Structures
(New)
I can jump.
Vocabulary
Can
jump swim walk run dance
Teaching preparation
Flashcards for
this unit.
Teaching steps
Step 1 Review
Review the words that have learned last class
Step 2 preview
Pin up the flashcards for
the five verbs on the blackboard.
Have
children point to the matching picture when you
say the word.
Step 3 Touch and say
Explain to the children that they are going to
look at some photographs
of what animals can
do.
Review the sentence “ I can dance.” Have
the children read after you.
Step 4 Sing the
song
Tell children that they are going to sing
in English about things that
they can do .
Have children look at the pictures around the
song words.
Hold up your copy of the book,
point to pictures at random and elicit
the
verbs.
Play the tape without stopping and have
children listen and point to the
actions as
they are mentioned.
Play the tape again and
this time have children join in.
Now children
sing along and do the actions as they are
mentioned.
Step 5 Set homework
Ask children to sing the new song to their
families.
课后小结：在复习词汇的时候，要大量运用肢体动作，学生在快乐中学习的效果很好，再结合歌曲进行很好地复习和巩固，学生掌握单词很熟练。
Lesson 3
Teaching aims
Structures (Review)
I
can jump.
Vocabulary
Can jump swim
walk run dance xylophone yo-yo
zebra
zoo
Teaching preparation
The
flashcards for jump, run, walk, dance, and swim
Teaching steps
Step 1 Warm-up
Play
some music on a tape or on the radio that you know
the children
enjoy. Say, “Stand up and dance.”
Have children stand up and dance to
the music.
Explain that when the music stops, they are
going to stop dancing and
change the action.
Pause the music and have children stand still.
Now say, “Walk.” Have
children walk around
until out start the music again and they resume
dancing.
Continue the activity
until children have practiced all the actions and
are warmed up.
Step 2 Listen and
practice
Play the tape, pointing to the
photograph of the word.
Now replay the tape
and have children touch the photograph as they
listen.
Play the tape one more time and
have children listen and repeat the
word,
xylophone.
Repeat the procedure above for yo-
yo, zebra and zoo.
Step 3 Say the rhyme
Tell the children that they are going to learn
a rhyme.
Play the tape , the teacher acts out
the rhyme while listening to it. Try to
make
children understand the meaning of the rhyme.
Play the tape again, and encourage the
children to clap their hands or
act out while
listening.
Play the tape for the third time,
have the children listen to the tape, and
encourage them to say one or two words with
the tape.
Play the tape again and again and
try to have the children act or clap
their
hands with the rhyme, have them shout out words or
phrases.
Have the children act out with the
teacher wile trying to say the rhyme.
Step 4
Read and draw
Have the children open
their books at page 47. Have children look at
the six little pictures at the side of the
page.
Explain that they are going to draw one
of these pictures in each space.
Have them
draw the objects and color them according to the
text.
Check the answers in a class drill.
Step 5 Set homework
Have the children
color the pictures on page 47.
课后小结：歌谣的学习更好地巩固
了学生所学知识；在练习中又充分的检验了
学生掌握知识的情况，发现学生掌握的比较好，但仍有个别学
生需要加强辅导。
Lesson 4
Teaching aims
Structures (Review)
I can jump.
Vocabulary
Can jump swim walk run
dance
Teaching preparation
The flashcards for ball, square, ice cream, pants,
book, cat
The poster for this unit.
Teaching steps
Step 1 Warm-up
Review
the rhyme from the previous lesson. Say the rhyme
in a class
chorus, then in groups, or chose
individual student to say.
Step 2
Review with poster
Review the vocabulary and
structures for this unit with the poster.
Have
the children point to the picture when the teacher
say the word.
Step 3 Read and circle
Have the children look at the five
illustrations on the page.
Hold up your book
and point to the illustrations. Elicit the verb
for each
one as a choral drill.
Now draw
children’s attention to the text below each
picture.
Explain that they are going to draw a
circle around the structure, I can,
and the
correct verb.
Do the first one together as an
example , then have children work
individual.
Step 4 Find and color
Have children open
their books, look at the picture and say anything
they can about it in English.
Explain that
in the picture there are some animals. Ask
children what
the animals do.
Explain that
children are going to look for animals and clothes
within
the picture and color each one in a
different color.
Set enough time for the
children to color the picture and check the
exercise by having children to color the
picture and check the exercise
by having
children hold up their books and show their
pictures to the
rest of the class.
Step 5 Set homework
Tell the children to
review the words of this unit.
课后小结：兴趣是最好的老师，这
节课的丰富多彩的习题练习让学生在快乐中
进一步熟悉句型和单词，效果比较好。