?

”

last week, so it is a

consolidation of

last period, just add some new points: Where's the orange cat?

Teaching Aids:

Tape recorder

tape

a doll

Pictures

Cards

Teaching Procedures:

Step 1: Warming up

Greeting to Ss with a song.

A TPR game: Listen and do.

T:

“

Stand up! Sit down! Open your book! Point to the window. Point to

the door

…

.

”

Step 2: Revision

Show four cards. T:

“

What's this?

”

/

“

This is

…”

Read the four words in high and low voice.

Read fast.

T:

“

If you know, please stand up and read it fast.

”

Show the wall chart.

Describe the location of the pen or the cat in the wall chart.

Step 3: Presentation

T points to the wall chart and asks:

“

Where's the pen?

”

Ss answer:

“

It's

…”

Write the two sentences on the blackboard: Where's the pen? It's in the

hat.

Read them after T in correct pronunciation and intonation.

Ask several Ss to repeat.

5

Read group by group.

Step 4: Practice

Ss ask T:

“

Where's the pen?

”

T answer.

Group 1 ask, group 2 answer from teacher's points.

Change. Group 2 ask and group 1 answer.

Practice with your partner.

Show some dialogues.

Step 5: Presentation

T draws 3 pictures on the blackboard: A red pen is in the hat.

A green pen is on the hat.

A yellow pen in under the hat.

T asks:

“

Where's the green pen?

”…

. Ss answer.

Write the 2 sentences on the blackboard.

Read after T.

Ask several Ss repeat it.

Read group by group.

Step 6: Practice

T points to the picture, Ss ask:

“

Where's the yellow pen?

”…

T answer.

Group 1 ask and group 2 answer, then change.

Practice with partner.

Show your dialogue.

Step 7: Consolidation

A game: Look and guess.

“

Please look at my mouth, and guess the sentence.

”

Teaching Notes

6

Module3:

Unit1

Where is the orange cat?

Teaching

Aims:

1. Review the sentence pattern

“

Where's the orange cat?

”

2.

Learn to guess the location of object with

“

Is it under/ in / on

…

?

”

Notes:

Importance and Difficulties:

Use the sentence:

“

Is it under / in / on the bed?

”

to ask the location.

Students Analysis:

It is not easy for the kids to use the sentence:

“

Is it under / in / on the

bed?

”

to ask the

location. Use the same thing to change its location each time will easier to

the kids.

Teaching Aids:

Tape recorder tape

a doll

book

Cards

school bag

box

pen

Teaching Procedures:

Step 1: Warming up

Sing a hello song to greet with each other.

Play a guessing game.

“

Please look at my gestures, and then guess the animal I mime.

”

Step 2: Revision

Answer teacher's question accord to the card.

“

What's this?

”

/

“

Is it a monster?

”

Read the four words: doll, bear, bed, and balloon.

A game: I hide, you guess.

“

Look, I hide a card; please guess what the card is.

”

Look and answer.

(Teacher put some stationery, and asks the location.)

Write the four sentences on the blackboard: Where's the cat?

It's in the box.

Where's the orange cat?

It's under the box.

Read after teacher and correct their pronunciation and intonation.

Ask several students read them.

7

Read the four sentences group by group.

Step 3: Presentation and practice

Teacher hides a school bag, a book, and a box under the table. Then put a

pen in one

of them. (in the school bag, on the box, or under the book

…

)

Ss try to guess the location of the pen.

“

Is it

…

?

”

Write the two sentences on the blackboard:

Is it under the bed?

Yes, it is.

Read after teacher.

Ask several students read it.

Read fast group by group.

Continue to play the game.

Step 4: Consolidation

Read the 4 sentences after teacher again.

Play a game: Hear and read fast.

(Listen to teacher's sentence, and then read it fast group by group.)

Step 5: Ending

Summarize the class.

Sing and say goodbye.

Teaching Notes:

8

Module3:

Unit2

How many green birds?

Teaching Aims:

Learn the numbers: 11 and 12.

Understand the sentences

“

Look at the tree.

”

“

So many birds!

”

and

“

Let's count.

”

Importance and Difficulties:

The pronunciation of

“

eleven and twelve

”

.

The sentence

“

Look at the tree.

”

Students Analysis:

In fact, most students have learnt the words: eleven and twelve already,

but most of

them didn't catch the right pronunciation of the sound /v/, pay more

attention here in

class.

Teaching Aids:

Tape recorder

tape

a doll

Cards

Teaching Procedures:

Step 1: Warming up

Sing and say hello.

Review the chant.

Read the chant together with gestures.

Review the four words: balloon, bed, bear, and doll.

(A game: T writes the four words on the blackboard, and then read three

of them; Ss

say the word T doesn't read.)

Step 2: Presentation and practice

A game: Listen and do.

(T:

“

Point to the ceiling. Point to the window. Stand up! Open your book.

Sit down!

Close your book. Look at the door.

”

)

T makes gesture to explain the sentence

“

Look at the door.

”

Continue to play the game.

(Look at the teacher. Look at the ceiling. Look at the floor. Look at the

window

…

.)

T shows several cards and asks

“

What's this?

”

(tree)

Teach the new word

< br>“

tree

”

.

Read and mime a tree.

T:

“

Look at the tree.

”

Get the Ss to look at the tree card.

9

Write the sentence

“

Look at the tree.

”

On the blackboard.

Read and make gestures.

Stick the wall chart on the blackboard.

Get the Ss to look at the big tree.

T:

“

Look at the tree. So many birds!

”

Make gesture to explain the phrase

“

so many

…”

.

Write

“

So many birds!

”

on the blackboard.

Read after T and then read together.

T:

“

Oh, how many birds? Let's count.

”

Teach

“

Let's count.

”

Write it on the blackboard.

Read and correct their pronunciation.

Count the birds in the tree together.

“

OK, now, let's count, how many birds? One, two, and three

…”

Teach the number eleven and twelve.

T:

“

How many birds?

”

Ss:

“

Twelve birds.

”

Step 3: Consolidation

Read the sentence on the blackboard again.

Fast reaction: Listen to teacher's sentence and repeat it fast group by

group

Teaching Notes:

10

Module 4:

Unit 1

This is my head.

Teaching

Aims:

1. Understand the meaning of the module.

2. Learn the three new words: head, mouth, eye.

3. Can survey like: This is my head / mouth /

…

Importance and Difficulties:

1. The pronunciation of

“

mouth

.

2. Do the survey.

Students

Analysis:

This module is funny, the kids like to show their body. The problem is the

three

words' pronunciation, like /e/, /ai/ and

“

th

”

. Practice more here.

Teaching Aids:

Tape recorder

tapes

cards

CD

-

ROM

Teaching Procedures:

Step 1: Warming up

Sing to greeting each other.

Sing a song.

Step 2: Revision

Review some words:

Bus, doctor, dress, nurse, driver, coat

A game: I do, you say.

Read them fast.

Review to say:

“

She's / He's

…

.

”

Review to say:

“

This is his / her

…

.

”

Step 3: Presentation

T shows a picture of a head.

T asks:

“

What's this?

”

Ss try to answer. (a head)

11

Learn to say

“

hea d

”

.

Point your head and read

“

head

”

in a little game.

Read head in a chant.

Learn to say

“

This is my head.

”

Learn the word

“

m outh

”

and

“

eye

”

in the same way.

Learn to say

“

This is my mouth / eye.

”

Step 3: Practice

Read the 3 words again.

Fast reaction: I say, you point.

I point, you say.

T points, Ss say

“

This is my head/

…”

Step 5: Consolidation

Get the Ss to say

“

This is my pencil. /

…”

Listen to the tape and try to understand the text.

Read the text after the tape

-

recorder.

Teaching Notes:

12

Module 4:

Unit 2

These are your legs.

Period 1

Teaching Aims:

Understand and try to say the sentence:

“

These are

…”

Review the words and learn a new body word: leg.

3.

Learn a song: Heads, shoulders.

Importance and Difficulties:

1. The pronunciation of the sentence:

“

These are

…”

2. The English song: Heads, shoulders.

Students Analysis:

“

These are

…”

is a difficult point to the kids, make simples first and

then let them

find the order of

“

these are +

-

s

”

, it will be a great help.

Teaching Aids:

Tape recorder

tapes

cards

stationery

Teaching Procedures:

Step 1: Warming up

Greeting each other.

Words game: Ask and answer.

Review to say

“

This is his / her

…

.

”

Step 2: Revision

Review these body words in a game: ask and answer.

Review to survey

“

This is my / your

…

.

”

Step 3: Presentation

T points to an eye and asks: What's this?

Ss: This is an eye.

T points to the other eye and asks: What's this?

Ss: This is an eye.

T asks: How many eyes do you have?

Ss: Two eyes.

T points to her eyes and say

“

These are my eyes.

”

13

Ss learn to say

“

These are my eyes.

”

Ss say the sentence one by one.

Write the sentence on the blackboard.

T points to her legs and says

“

These are my legs.

”

Ss point to their legs and say

“

These are my legs.

”

Ss learn to say the word

“

leg

”

.

T point to ears, Ss look and say

“

These are my ears.

”

Step 4: Practice

A game: T point, Ss look and say: This is my head. / These are my eyes. ..

T shows a pencil to Ss, Ss: This is a pencil.

T shows 4 pencils to Ss, Ss: These are pencils.

T shows more stationery and asks Ss: What's this? / What are these?

A game: I show, you say.

I say, you show.

Step 5: Learn the song

CD

-

ROM: Listen to the song

Turn to page 17 and read the words of the song.

Sing follow T sentence by sentence and do the actions.

Sing the song together with CD

-

ROM.

Teaching Notes:

14

Module 5:

Period 1

Teaching

Aims:

Unit 1

They're cows.

1. Understand the meaning of the module.

2. Learn four new words: cow, pig, chicken and egg.

3. Understand

“

What are they? They are

…”

Importance and Difficulties:

1. Try to speak

“

What are they? They are

…”

2. The pronunciation of the words: chicken and egg.

Students

Analysis:

Animals always the children's favorite, but today's animals are not easy to

catch. We

can make the words into some chant, so that it will be easier to catch

them.

Teaching Aids:

Tape recorder

tapes

cards

CD

-

ROM

pictures

wall chart

Teaching Procedures:

Step 1: Warming up

Sing the song

Greeting each other.

Step 2: Revision

Review words: a game: Ask and answer chant

T points, Ss look and say

“

This is my head

…

. / These are my ears

…

.

”

T shows some stationery, Ss look and say

“

This is a pencil

…

. / These are

erasers

…

.

”

Step 3: Presentation

Turn to page 18.

Observe the pictures and listen to teacher.

Get the Ss to understand the text.

Learn the word

“

cow

”

:

A. Observe picture 2.

15

B. Learn the new word

“

cow

”

.

C. Get the Ss count

“

How many cows?

”

D. Learn to say

“

They are cows.

”

E. Say it group by group.

F. T asks: What are they? Ss answer.

G. Learn to say

“

What are they?

”

H. Say it one bye one.

Learn the other new words: pig, chicken, egg.

Picture 3: pig

---

pigs

Picture 4: chi ken

---

chickens

Picture 5: egg

---

eggs

Word games: A. Chant

B. Left and right

Step 4: Practice

Page 19: activity 2.

Read after T.

Read group by group.

Read the conversation one by one.

Blackboardwriting:

Teaching Notes:

16

Module 5:

Unit 2

It's thin.

Period 1

Teaching

Aims:

Learn the new words.

Understand the text.

Importance and Difficulties:

The new word

“

thin

”

.

The meaning of the text

Students

Analysis:

The text is not easy to the kids, actually they cannot express their

meaning like this,

today's key points is learn to describe the things, like

“

It's thin/ fat/ little/

pink

”

etc.

Teaching Aids:

Tape recorder

tapes

cards

stationery

Teaching Procedures:

Step 1: Warming up

Sing to greeting.

Sing a song.

Step 2: Revision

Words chant: Ask and answer chant

Watch the CAI and review the sentence patterns: What are they? They are

cows.

Game: T imitates the animal's voice; Ss guess

“

What are they?

”

Step 3: Presentation

Observe the wall chart of the text.

Learn to say: mother pig, father pig

…

Watch the card and learn to say

“

baby pig

”

.

Look at the father pig and learn the new word: fat.

Look at the mother pig and learn the new word: thin.

Count: How many baby pigs? Six.

17

Look at the baby pigs and learn the new words: big, little

Read those words and do the actions after T.

Watch the card and learn the new word

“

pink

”

.

Step 3: Practice

Review the colors.

T points, Ss read the words.

T says the word, Ss do the actions.

T do the actions, Ss says the word.

Words chant.

Watch the pictures and say:

This is a panda. It's fat.

This is a monkey. It's thin.

This is a baby pig. It's little.

This is a father pig. It's big.

Blackboardwriting:

-

-

-

-

-

-

-

-