广东开新版小学三年级英语第二学期教案
Unit 1 Big or Small
一、Objectives and Requirements:
1 Language
Target: We’re happy! They’re cold.
Additional: Look! Thank you.
2 Vocabulary
Key: happy , sad , tall , short , hot , cold ,big , small
Additional; I, you, he, she, it, we, they
Alphabet: happy , hello , sad , animal , big , good , tall , table
3 materials; Picture cards,,colored chalk, tape
二、Procedure:
The first period
1 Conversation:
1) Getting ready
a) Smile and look happy. T: I’m happy. Repeat. [Ss: I’m sad.]
b) Look sad. T: I’m sad. Repeat. [Ss: I’m small.]
c) Crouch down so you are barely visible to the Ss. T: I’m small. Repeat. [Ss: I’ m small.]
d) Stand as tall as you can/stand on a chair and hold your arms out to your sides. T: I’m big. Repeat. [Ss; I’m big.]
e) T (point to various Ss). Is (S1’s name) happy or sad? Is (S2’s name) big or small?
f) As you ask the class questions, continue making clear gestures. Continue with various Ss until you have introduced the new words to Ss.
2) Using the book
i. Open your books. (Point to the big Gogo in the first picture.) Is Gogo small? /Is Gogo big?
ii. T: Let’s listen together with your books closed.
iii. Play the tape one time and ask Ss comprehension questions such as Who is small?
iv. Open the books and listen again.
v. Have Ss follow along.
vi. Play the tape again, pausing after each sentence and letting Ss repeat.
2 Vocabulary
1) Getting ready
a) Put picture cards of happy, sad, heavy, light, hot, cold, big and small on the walls around the room.
b) T: Look at the pictures and say ‘I’m happy.’
c) Model point if necessary.
d) Continue with other words and gestures.
2) Using the book
A Play the tape and have Ss repeat each word.
B Hold up the book and point to pictures and have Ss say the words.
3 Practice 1
1) Getting ready
i. Point to the pictures one at a time .and ask Ss questions about it.
ii. Elicit responses and do the same for the other three pictures.
iii. Have Ss guess what the dialogs are going to be.
2) Using the book
i. Play the tape for number1, then pause.
ii. While Ss are responding, gradually move your hand to picture C
iii. Continue, pausing after each question to allow Ss to answer on their own.
4 Practice2
1) Getting ready
i. Walk around the room asking Ss questions. Move around the room and ask questions quickly to keep Ss focused.
ii. T：Are you cold? Are you sad?
iii. Elicit responses and encourage Ss to ask you this question with the unit’s vocabulary words..
2) Using the book
a) Play the tape and have Ss answer.
b) Model complete sentences.
C) Put Ss in pairs to ask and answer these questions.
教学后记：1、在教新单词的过程中，对各个单词都配以相应的动作教学，学生学习积极性很高，而且大部分学生很快就掌握了该课单词的发音。 2、结合教学内容，创设情境教授对话部分，学生有较大的学习兴趣和表演欲望，学习效果良好。 3、结合本课以动作为主的特点，有目的地设计各项游戏活动，学生活动积极主动，课堂气氛活跃。
The second period
1 Target
1) Getting ready
a. Ask for several volunteers to come to the front of the room.
b. Arrange them so that there is at least one boy standing alone, one girl standing alone and at least two Ss standing together.
c. Hand out picture cards to the Ss and ask them to hold them up to the class. T: He’s big.(point to the boy standing alone)
d. Point to the other volunteers and ask Ss in the class to make sentences about them and the picture cards.
2) Using the book
i. Point to the picture and model the dialog.
ii. Play the tape, pausing after each sentence so Ss can repeat.
2 Chant
1) Getting ready
iii. Point to the pictures on the page12. Ask Ss if the characters are happy or sad.
iv. Elicit responses.
2) Using the book
A. Play the tape and point to each word and sentences as it is chanted.
B. Divide class into two teams .All Ss chant the I’m happy. Hey! Hey! I’m happy. part.
C. Encourage Ss to join in the chanting when they are ready. One group chants the question while the other chants the answer .Then switch roles.
3 Activity1
1) Getting ready
v. Draw a bingo grid on the board. Write BINGO in the center square.
vi. Write the vocabulary words in the eight remaining squares.
vii. Demonstrate how to play Bingo.
2) Using the book
b) Have Ss look at the pictures in this activity.
c) Every student will put the words in different boxes. Make a statement, e.g. They’re heavy. And have Ss check off that word from their bingo grid in pencil. Continue until someone gets three words in a row and calls out Bingo! After playing as a class, have Ss play in small groups.
d) One student in each group can be the announcer. Have the announcers rotate regularly.
4 Activity2
1) Getting ready
i. Draw two happy faces on the left side of the board and one sad face on the right side.
ii. Write They’re and She’s at the top of the board and get a piece of chalk.
iii. Help the student connect She’s at the top of the board to the illustrated sad face and then on down to the written word sad.
iv. Bring up another student to complete the other picture word match for the sentence They’re happy.
2) Using the book
v. T: Look at the pictures. What are they saying?
vi. Point to different pictures and ask various Ss what they think is being said .Accept all responses.
vii. T: OK. Let’s match the words with their pictures .Point to the picture of
hot.
viii. Point to I’m at the top and trance the blue line to the picture and to hot. Circulate around the classroom and check how Ss are doing. Have Ss work in pairs to check each other’s work.
教学后记：1、学生学习兴趣大，因此掌握程度较好。 2、字母的书写是一个重点，个别学生忽略了书写应注意的问题，有待加强。 3、学生在新学英文单词的发音时，很容易和语文的字母发音混淆，这是一个重点中的难点，应该设法解决。
The third period
1、Free talk
2、Alphabet
A Getting ready
a) Practice the sound (Model putting your tongue at the front of your mouth and making the sound.).
b) Teach the word in the book. Have the Ss repeat.
B Using the book
ix. Look at the picture and say the words.
x. Listen to the tape and have Ss repeat.
C Chant in the book.
教学后记: 1、通过多种形式巩固，复习新句型，学生掌握较好，能在特定的情景下进行对话，提高了学生的口语交际能力。 2、在听力部分，大部分学生都能积极参与，但个别学生由于单词的读音不过关，因此，对于听力有一定的困难。在chant部分，通过转换单词来进行操练，不但巩固了新知识，而且激发了学生学习的兴趣。
Unit 2 Colors
1. Target language: What color is this? It’s orange.
2. Function: Identifying colors.
3. Teaching difficult points: Vocabulary and Target.
4. Teaching key points:
The words red yellow blue green orange purple
5. Teaching aids: color pens, paint, tape
6. Teaching suggestions:
The First Period
(Conversation, Vocabulary and Practice 1.)
1. Free talk.
2. Draw several lines just like the rainbow on the paper, but no colors.
3. Show the paint and lead in the conversation:
T: Oh, look. It’s paint. I can paint (the rainbow).
What color is it?
It’s red. …
Continue introducing remaining the colors the same way.
Yellow blue green orange purple
4. Have the students read and say the new words and sentences.
(Conversation)
5. Play the tape, encourage Ss to read and act out the dialog.
6. Play a game: Listen and show (Listen to the teacher or the student to say the words of the colors-- Additional: black white, and have the Ss show their color pens)
7. Read and spell the words one by one in each group.
8. Listening exercise: Practice 1 -- Listen and number.
9. Homework: Copy the new words for six times.
The Second Period
(Target, Practice 2, Song, Activity 1)
1. Warm up Song: Listen and sing
Red, yellow, blue and green
2. Activity 1: Read, match and say.
1) Using their color pens to review the words of the colors.
Purple yellow green orange red blue black white
T: What color is it?
Ss: It’s….
2) Write the words and the sentences on the board. Point to a word and have the Ss answer and hold up their color pens.
3) Using the book, Ss match items and words by drawing lines from the pictures to the words.
4) Have some Ss read out the whole sentences to check the answers.
3. Target – Listen and say.
Play the tape. Have the Ss look at the pictures and repeat the dialogs.
4. Practice 2—Your turn! Listen and answer.
Have the Ss look at the pictures to ask and answer questions:
S1: What color is it?
S2: It’s….
5. Homework: Make a dialog with your partner.
The Third Period
(Activity 2, Alphabet)
1. Warm up-- Song: Listen and sing
Red, yellow, blue and green
2. Activity 2 – Play and say.
1) Review each word in the pictures.
What’s this? It’s a / an….
What color is it? It’s….
2) Point to each picture and tell Ss the corresponding letter and number, e.g. A1 for blue cat, C5 for red lion, etc.
3) Play the game:
Choose one picture and tell Ss to guess what animal you are thinking of by calling out Questions such as “Is it a fish? / Is it red?”
Answer with the pattern, “Yes, it is. / No, it isn’t.”
3. Alphabet
1) Listen, point and say.
i. Write Ss, TT and UU on the board. And have Ss read these alphabet letters.
ii. Have Ss look at the alphabet letters in their books and circle Ss, TT and UU.
iii. Play the tape and have Ss repeat:
b) Listen and chant.
i. Have Ss look at the lyrics of the chant.
ii. Review the letters and corresponding words by pointing to each one and encouraging Ss to describe them.
iii. Play the tape once and have Ss point to the pictures.
iv. Play the tape again and have the Ss chant along.
4. Exercises: Writing Book and Work Book Pages
Blackboard : What color is this? It’s orange. (yellow, blue ,green, purple, red)
Look, it’s an apple. It’s red. Yes, it is.
教学后记： 整堂课上下来,还是觉得有的环节之间过渡的不是很自然,教学形式还可以
丰富一些,使课堂气氛更加活跃,同时在课堂纪律方面也要加强管理.今后我会继续向经验丰富的教师取经,弥补自己的不足,让自己的英语教学达到更好的效果.
Unit 3 My room
一、Objectives and Requirements:
1. Language
Target: What’s that? It’s a pink lamp. Is that a black pillow? No, it isn’t. It’s a white pillow. Is that a brown door? Yes, it is.
2、Vocabulary
Key: a bed , a clock , a pillow , a lamp , a window , a door , white , black
Alphabet: lamp , lion , ,door , desk , window , watch
3、Materials：Picture cards, magazine pictures of bedrooms, classroom objects, crayons/makers in brown, black, white, blue, green, purple, yellow, red and orange
二、Procedure:
The first period
1、Conversation:
1）Getting ready
A T: (point to various items in the classroom and name them.) This is a desk.
B T: Do you know what this is? (point to a familiar object.)How about this? (point to a new object and name it.)
C Continue with other items and model responses for new vocabulary.（bed, pillow, window, clock）
2）Using the book
A T: Which picture has a red chair? [Ss: Number 2.] That’s right. Number 2.Where is the green pencil? [Ss: Number4.]
B T: Let’s listen together.
Play the tape one time and have Ss repeat after the tape.
C T: Get into two groups. One plays Gogo and the other plays Tony. Are you ready?
D Model the role playing once with a volunteer.
E Play the tape again, pausing after each line so Ss can repeat.
2、Vocabulary
1）Getting ready
A Pass out magazine pictures of bedrooms to small groups of Ss.
B Introduce vocabulary（bed, pillow, window, clock）with picture cards and have groups point out the items in their pictures.
C Ask questions about the various colors, e.g. Point to the bed. What color is it? Review old colors and introduce the new colors: black, brown and white.
2）Using the book
A T: Listen and repeat. Point to each picture as you say the word.
B Have Ss listen, repeat and point to each picture.
3、Chant
1）Getting ready
Point to the pictures. Ask Ss what they are.
Elicit responses and encourage complete sentences.
2）Using the book
3）Play the tape and point to each word and sentences it is chanted.
4）Divide class into groups .One group chants the questions and the other group chants the statements.
教学后记: 1、通过TPR，以动作形式导入—操练新知识，学生有较浓厚的学习兴趣，而且教学效果较好。 2、在学习人物的过程中，作示范不够清晰，因此，有部分学生区分不是很清楚，在示范时因示范清楚，直到学生明白为止会更好。 3、多媒体的运用，增添了学习的色彩感，效果好。
The second period
1、Target
1） Getting ready
A. Pass out some of the picture cards（mirror, blanket, door, lamp）. Have Ss hold up their cards and ask them questions about their cards.
T: What’s that? [S1: It’s a (brown door).]
Is that a (black lamp)?
[S2: Yes, it is. / No, it isn’t.]
B. Continue asking other Ss about their picture cards.
2） Using the book
A. Point to the picture and model the dialog.
B. Play the tape, pausing after each sentence so Ss can repeat.
2、Practice 1
1）Getting ready
A Point to the picture A and ask Ss Qs about it.
B T: What’s Gogo pointing to? Is it a bed?
What color is it?
C Generate responses and do the same for the other pictures.
2) Using the book
A Play the tape for number 1, then pause.
B While Ss are responding, gradually move your hand to picture A.
C Continue, pausing after each question to allow Ss to answer on their own.
3、Practice2
1）Getting ready
A Walk around the room， asking Ss questions about items in the classroom. Move around the room quickly and ask questions quickly to keep Ss focused.
B T： (Point to the window.) Is that a window? What’s that? Is it a blue lamp?
C Elicit and model responses if Ss necessary.
2) Using the book
A Play the tape and have Ss answer the questions.
B After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.
4、Activity1
1）Getting ready
A Put several objects on a table close to you and several more objects at a distance. If you do not have much realia, use picture cards in their place.
B （Hold up a pencil.) What’s this?
[Ss: It’s a pencil.]
C （Point to an item at a distance.） What’s that? [Ss: It’s a (clock).]
2）Using the book
A Put the Ss into pairs.
T: Ask your partner questions. Answer in complete sentences.
B Model the desired sentence forms and point out additional vocabulary, e.g. dog.
C As Ss are asking and answering questions, circulate and check for accuracy. If time permits, have Ss change partners and do it again.
教学后记: 1、在教新单词的过程中，对各个单词都配以相应的动作教学，学生学习积极性很高，而且大部分学生很快就掌握了该课单词的发音。 2、结合教学内容，创设情境教授对话部分，学生有较大的学习兴趣和表演欲望，学习效果良好。 3、结合本课以动作为主的特点，有目的地设计各项游戏活动，学生活动积极主动，课堂气氛活跃。
The third period
1、Activity2
1) Getting ready
A Make sure Ss have makers or crayons of the colors learned to this point—brown, gray, pink, black, white, blue, green, purple, yellow, red and orange.
B Have Ss hold up different colors as you call them out.
2) Using the book
A T: Look at the pictures. Color them with your makers.
B Tell Ss not to let anyone see what colors they are coloring the various items.
C Circulate around the room and check how Ss are doing.
D Put Ss in pairs and have them ask each other questions to find out what colors their partners used. Model the activity with one pair first.
2、Alphabet
1）Getting ready
a) T: Let’s practice the word. Look at my mouth and repeat.
b) Look at Ss’ mouths and make sure the lips are rounded and the teeth are almost closed together.
2）Using the book
A Have Ss look at the pictures next to the lyrics.
B T (Point to the shirt.) Is it a shirt？ [ Ss：Yes, it is.] What color is it? [Ss: It’s pink.]
C Then point to the other pictures and teach them.
3）Chant in the book.
3、Finish the exercises in the Workbook and Writing book.
教学后记: 1、以游戏，活动形式复习，能激发学生兴趣，学生在活动过程中复习、巩固旧知识，效果好。 2、通过练习可知，学生对故事部分的内容掌握较好，基本都能互相开展对话询问，并能做出相应的回答。同时，也反映了学生对于重点句型不太熟练，有待加强练习。
Unit 4 Fruit
一、Objectives and Requirements:
1、Language
Target: What’s this ? It’s a … Are these … ? Yes , they are . No , they aren’t .
Additional: Don’t touch!
Sounds and words : m , n , b, monkey ,
watermelon,banana,nine,strawberry,balloon2、Vocabulary: a banana , bananas , a pear , pears , a peach, peaches , an orange , oranges , a cherry , cherries , a strawberry , strawberries , a grape , grapes , a watermelon , watermelons
3、Materials:
Picture cards , real/plastic fruit, ball/stuffed animal, two of each of the following: cups, plums and boxes; coins, paper/plastic bags, tape, scissors and crayons/makers, jump ropes
二、Procedure:
The first period
1、Conversation:
1）Getting ready
A Bring in variety of real plastic fruit covered in this unit.
B T: (point to various fruits.) I like fruit. Oh, look! Pears. I like pears. (Offer a pear to S1.) Do you like pears? [S1: Yes, I do.]
C T: (Motion for class to repeat.) I like grapes. [Ss: I like grapes.]
D Continue with other fruits. After Ss have repeated the new vocabulary, address various Ss.
E Ask several, more Ss questions with these new sentence structures.
2） Using the book
A T: (Point to the first picture.) What are these? [Ss: They’re apples.] That’s right. They’re apples.
B T: Let’s listen.
C Play the tape.
D Listen again and repeat.
E Play the tape, pausing after each sentence and letting Ss repeat.
F Put Ss into groups of three. Have Ss act out the dialog.
2、Vocabulary
1）Getting ready
A Put picture cards on the board.
B T: Look at the cards. They are strawberries, cherries, pears, oranges, peaches, mangoes, grapes and pineapples. Are you hungry?
C T: Listen to the new words.
D Show each picture card, say the word and have Ss listen.
2) Using the book
A Play the tape and have Ss repeat each word.
B T: (Point to the strawberries.) What are these? [Ss: strawberries.]
C Continue with other pictures.
3、Activity 1
1）Getting ready
A Have Ss look at the words on the page.
B Read out the words and have Ss repeat.
C Have Ss look at the pictures on the page.
D T: (point to each picture.) What are these? [Ss: They’re (apples).]
2）Using the book
A T: Now connect the words and pictures.
B T: ((Point to the red apples picture.) What are these? [Ss: They’re apples.] What color are they? [Ss: They’re red.] Yes, they’re red apples.
C Model tracing your finger from the word red to the illiterate apples and then on to the word apples.
D Have Ss complete this activity. Circulate around the classroom to check for accuracy.
教学后记: 1、以游戏，活动形式复习，能激发学生兴趣，学生在活动过程中复习、巩固旧知识，效果好。 2、通过练习可知，学生对故事部分的内容掌握较好，基本都能互相开展对话询问，并能做出相应的回答。同时，也反映了学生对于重点句型不太熟练，有待加强练习。 3、部分学生对于新学句子 What are these? 与旧句子 What is this?以及他们的答句有区分不清的现象，有待下节课加强。
The second period
1、Target
1）Getting ready
A Bring up three Ss to the front of the class, give each one a picture card.
B T: 9 Ask S1.) What are these? [S1: Mangoes]
C T: Are these mangoes? [S2: No.]
2）Using the book
A Point to the first picture of Gogo and Tony, model the dialog.
B Point to the second picture and model the dialog. Do the same for the third.
C Play the tape, pausing after each sentence so Ss can repeat.
2、Practice 1
1）Getting ready
A Point to the pictures one at a time, and ask Ss questions about it.
B Elicit responses and do the same for the other three pictures.
C Have Ss guess what the dialogs are going to be.
2) Using the book
A Play the tape for number 1, then pause.
B While Ss are responding, gradually move your hand to picture A
C Continue with the other three, pausing after each one.
3、Practice2
1) Getting ready
A Put the picture cards on the board.
B With a soft ball or object, walk around the room.
C Gently toss the object towards a card and ask the Ss questions about that card. T: What are these? Are these pears? Elicit responses.
2) Using the book
A Play the tape, pausing between the questions and have Ss answer.
B After listening and answering questions, encourage Ss to ask these four questions to other Ss in pairs or small groups.
4. Song
1) Getting ready
A Point to the pictures, ask Ss what the fruit is.
B T: Are these peaches? [Ss: No, they aren’t. They are pears.]
What color are they? [Ss: They are green.]
2) Using the book
A Play the tape and point to each word and sentences as it is sung.
B Divide class into two teams. Group 1 sings the question and Group 2 sings the response.
C All Ss sing the pears, pears part.
教学后记： 1、学生的良好学习习惯日渐形成，能更好地调控课堂，提高教学效率。 2、学生学习积极性较高，大部分学生都能积极参与课堂，特别是在学习歌曲部分，大部分学生都能积极参与课堂活动，课堂气氛活跃。 3、学生语音还有待加强,对于复数的发音，学生还存在一定的难度。
The third period
1. Activity 2
1）Getting ready
A Have Ss look at the pictures on the page.
B T: (point to the pictures.) What are these? [Ss: They’re (bananas.)]
C Ask various Ss questions about other pictures.
2）Using the book
A T: Let’s play a game.
B Put Ss in pairs and have them use their erasers as their game tokens.
C Show Ss how to use a coin to determine whether they move one space or two spaces on the game board.
D Have Ss ask and answer questions about the pictures using the target language.
E Circulate around the classroom and check how Ss are doing.
2.Sounds and words
1）Getting ready
A Bring in two cups, two plums and two boxes.
T: Let’s practice three sounds. Please listen. Read after T.
B Drag out the final sound so Ss hear the ending clearly, Ss read after teacher. Again, drag out the final sound. Do the same for .
2) Using the book
A Look at the pictures and say the words.
B Listen to the tape and have Ss repeat.
3) Chant in the book.
Finish the exercises of in the workbook and writing book.
教学后记: 1、通过多种形式巩固，复习新句型，学生掌握较好，能在特定的情景下进行对话，提高了学生的口语交际能力。 2、在听力部分，大部分学生都能积极参与，但个别学生由于单词的读音不过关，因此，对于听力有一定的困难。 3、在chant部分，通过转换单词来进行操练，不但巩固了新知识，而且激发了学生学习的兴趣。
Unit 5 Clothes
一、Objectives and Requirements:
1 Language
Target: Where’s my skirt ? It’s on the …. Where are … ? They’re … .
Sounds and words:j, u, i , o , jacket ,juice, under , uncle , in , tennis, on , dog
Vocabulary
Key: in , on , under , between , socks ,pants ,skirts ,jacket
2 Materials:
Picture cards , classroom items (pencil, eraser, etc.),clothing (shirt, pants, shoes, etc.)two boxes, ball, paper strips, blindfolds, dice
二、Procedure:
The first period
1 Conversation:
1) Getting ready
A Place several items around the class before Ss enter. Put the items in, on, under and between other known objects (tables, chairs, desks, etc)
B Make sure some items are plural nouns (pants, shoes, etc.)
C T: (Appear to be looking for something.) Where’s my pencil? Where are my shoes?
D Model responses for Ss. When Ss find an item, make clear sentences using prepositions, e.g. The shoes are under and between.
2) Using the book
A Before opening the book, put a character card of Tony on a student’s shirt and put a Character Card on your shirt.
B On a desk, put a pencil on a book, an eraser in a pencil case and a pencil case between two pens.
C T (Role playing with S1.) Hello, Tony. [S1: Hi, Gogo.] Where’s my pencil? [It’s on the book.] Continue the role play and have S1 respond appropriately.
D Play the tape one time and ask Ss comprehension questions.
E T: Where’s Tony’s eraser? [Ss: It’s under the chair.] Play the tape again, pausing after each sentence and letting Ss repeat.
2 Vocabulary
1) Getting ready
A Bring a jacket, a skirt, some socks, pants and two boxes to class.
B Using the realia, introduce the new words. For prepositions, put the socks in the box and between the two boxes. Ask four Ss to come up to the front.
C T: (Ask two Ss.) Point to the skirt and the items.
D Continue with the other two Ss and clothing items. Ask another four Ss to come up. Have them demonstrate the prepositions using the realia.
2) Using the book
A Play the tape and have Ss repeat each word.
B Have Ss listen, repeat and point to each picture.
3 Practice 1
1) Getting ready
A Point to the four pictures.
B T: What is this? What are these? Where are the girl’s socks?
Elicit responses and encourage Ss to use complete sentences.
C Have Ss guess what the dialogs are going to be.
2) Using the book
A Play the tape for number1, then pause.
B While Ss are responding, gradually move your hand to picture D
C Continue with the other three, pausing after each one.
教学后记: 1、在教新单词的过程中，对各个单词都配以相应的动作教学，学生学习积极性很高，而且大部分学生很快就掌握了该课单词的发音。 2、结合教学内容，创设情境教授对话部分，学生有较大的学习兴趣和表演欲望，学习效果良好。 3、结合本课以动作为主的特点，有目的地设计各项游戏活动，学生活动积极主动，课堂气氛活跃。
The second period
1 Target
1) Getting ready
A Arrange the picture cards of previously learned vocabulary and real objects in the classroom to have Ss use the prepositions.
B T: Where’s the basketball? Where are the peaches?
C Accept any responses from Ss.
2) Using the book
A While pointing to the pictures of Tony and Jenny, model the dialog.
B Play the tape, pausing after each sentence so Ss can repeat.
C Do the same activity from getting ready. Have Ss use the target langue structure this time.
2 Practice2
1) Getting ready
A Write a big question mark on the board.
B Point to the question mark to have Ss ask you a question.
C Use familiar items in the classroom. Model the activity first.
Point to the question mark and a desk.
D T: Where’s the desk? [Ss: It’s (under the clock).]
Point to the question mark and then an eraser. [Ss: Where’s the eraser?] T: It’s (on the table). Continue with other items.
2) Using the book
A Have Ss look at the pictures. Have Ss name the items in the pictures.
B T: Now, listen and answer the questions. Play the tape and have Ss answer. C Encourage Ss to ask other Ss questions.
3 Chant
1) Getting ready
A Point to the pictures.
B T: (Point to the top left hand picture.) Where are the socks?
[Ss: They are in the box.] Ask about the other two pictures.
2) Using the book
A Play the tape and point to each word and sentences as it is chanted.
B Divide class into two teams .One team chants the question and the second team chants the response.
4 Activity 1
1) Getting ready
A Make four phrase strips using paper for The skirt is, The pants are, on the chair, and under the desk.
B Put the four phrase strips on the page.
C T: Look at the chair .Where’s the skirt? [Ss: It’s on the chair.]
Look at the desk. Where are the pants? [Ss: They’re under the desk.]
D Match the strips on the board.
2) Using the book
A Have Ss look at the pictures.
B T: Where’s the dog? [Ss: It’s under the chair.] The dog is under the chair.
Match the two phrases like this. (Model connecting the dots.)
C Let Ss finish on their own way.
D Put Ss in pairs to check one another’s work.
教学后记: 1、以游戏，活动形式复习，能激发学生兴趣，学生在活动过程中复习、巩固旧知识，效果好。 2、通过练习可知，学生对故事部分的内容掌握较好，基本都能互相开展对话询问，并能做出相应的回答。同时，也反映了学生对于重点句型不太熟练，有待加强练习。 3、部分学生形成了唱读的不良读书习惯，有待纠正。
The third period
1 Activity2
1) Getting ready
A On a big table, spread out various objects, e.g. a pen, books, a box, etc.
B Put some things in, on, under and between other objects.
C Have Ss make statements about the locations of the items.
2) Using the book
A Have Ss work in small groups or pairs.
B T: Look at the table on the page. Work with a partner.
Ask each other questions about the items on this page.
C Circulate through the classroom and see how Ss are performing.
D Make sure Ss are asking and answering questions in complete sentences.
2 Sounds and words
1) Getting ready
A T: Let’s practice the sounds . Look at my mouth and repeat.
B Show your mouth and make sure the lips are relaxed and weakly rounded.
2) Using the book
A Look at the picture and say the words.
B Listen to the tape and have Ss repeat.
3) Chant in the book.
3 Finish the exercises of in the workbook and writing book.
教学后记: 1、通过两个游戏复习旧单词和句子，形式好，而且能调动学生学习的积极性。 2、通过让学生之间进行评价，能让学生找出自己学不好的地方，也能建立学生学习的信心。 3、在开展游戏的过程中大部分学生都能积极参与，但个别的学生由于新知识掌握不太好，因此难以开展游戏活动。
Unit 6 Outdoor Fun
一、Objectives and Requirements:
1 Language
Target: Does she have … ? Yes , she does . No , she doesn’t . Do you have … ? Yes , I do . No , I don’t .
Additional: Let’s sing!
Sounds and words:cup , cake , fork , kite , quiet , queen
2 Vocabulary
Key: fa fork , forks , a spoon , spoons , knife , knives , chopsticks , a cup , cups , a glass , glasses , a plate , plates , a bowl ,bowls
3 Materials：Picture cards , utensils, paper cards, magazine pictures, plastic utensils, plate, cup, napkin, paper
二、Procedure:
The first period
1. Conversation
1) Getting ready
A Bring in forks, spoons, plates and cups.
B Let Ss touch the utensils and feel them as you introduce the new words.
2) Using the book
C Play the tape one time and ask Ss some comprehension Qs: What are these?
D Listen again and have Ss follow along.
E Play the tape again, pause after each sentence and letting Ss repeat.
F Put Ss into groups of four. Take the roles of Gogo, Tony, the man and the woman.
G Have Ss act out the dialog using realia.
2. Vocabulary
1) Getting ready
A. Bring in realia: T: (Hold up the forks.) Forks.
B. Pass the forks to Ss. Ss say the word while passing them around.
Continue with the other items: napkins, spoons, glasses, knives, tissues, chopstick, bowls
2) Using the book
F. Play the tape and have Ss repeat each word.
G. Point to the picture randomly and have Ss say the numbers.
3 Activity 1
A. Getting ready
1) Write “fork, napkin, spoon, glasses, knives, tissue, chopstick, bowl” on the board.
2) Under the girl stick figure, put three of the Picture Cards. Do the same under the boy stick figure.
3) Ask S1 to make two sentences based on the pictures and what objects the
stick figures have and don’t have.
4) Model: He has a …. He doesn’t have ….
5) Let other Ss do the same.
B. Using the book
6) Work with a partner: What do Tony and Jenny have? What don’t they have?
7) Have Ss ask one another Qs, e.g. Does he / she have a …?
8) Ss draw lines from the words to the character who has those items.
教学后记: 1、该课涉及到单数以及复数，个别学生掌握较好，能正确区分单数与复数，作出相应的回答。但是，个别学生还区分不清，有待加强。 2、以比赛形式巩固新知识，学生有较大的兴趣，而且提高了学生的竞争意识。 3、在这节课中，学生有大量听和讲的机会，但是读的练习稍欠缺。
The second period
1 Target
A Getting ready
1) Pass out Picture Cards. Have Ss hold them up.
2) Pose Qs to them about their cards, T: Do you have …? S1: Yes / No. I have ….
T: Does she / he have …? S2: Yes. / No. She / He has….
3) Continue asking other Ss.
B Using the book
4) Point to the first pictures and model the dialogs.
5) Play the tape and pause after each sentence for Ss to repeat.
2 Activity 2
A Getting ready
1) Have Ss look at the pictures on the page.
2) Have some Ss come up to the board. Give Ss some Picture Cards of plural items from any previous unit.
T: S1, do you have …? S1: Yes, / No.
3) Continue to ask elicit responses.
B Using the book
4) Look at the pictures. Hold your book up and point to various pictures.
5) Ask about items on this page: What are these? Do we have…?
6) Have Ss draw various pictures in the open squares (Not to let anyone see where they are putting their particular pictures. Every student’s board should be different.)
7) Circulate and check how Ss are doing.
8) When Ss are finished, proceed to play Bingo.
3 Practice 1
1) Getting ready
A T: Point to Picture A and ask:
What do they have? Are they napkins? What color are they?
B Generate responses and do the same for the other three pictures.
2) Using the book
C Play the tape for number 1, then pause. T: Which picture is it? Is it B/A?
D While Ss are responding, gradually move your hand to Picture A: A is No.1.
E Continue with the other three, pausing after each one.
4 Practice 2
1) Have Ss look at the page, distribute Picture Cards to Ss.
2) Walk around the room, posing Qs to Ss:
Do you have …? How about …? Does he / she have…?
3) Model responses if necessary.
4) Play the tape and have Ss answer.
3) After listening and answering Qs, encourage Ss to ask these Qs to other Ss in pairs or small groups.
教学后记: 通过多种形式巩固，复习新句型，学生掌握较好，能在特定的情景下进行对话，提高了学生的口语交际能力。操练的面较广，学生都能积极参加课堂各项活动，课堂气氛活跃。在chant部分，通过转换单词来进行操练，不但巩固了新知识，而且激发了学生学习的兴趣。通过小组操练的形式让学生练习，既巩固了知识，也培养了学生的合作精神。
The third period
1 Song
1) Getting ready
A Point to the pictures on this page, ask some Qs about the items and who has them.
B Elicit responses and encourage complete
2) Using the book
C Play the tape and have Ss listen first.
D Play the tape again and have Ss point to each phrase as it is sung.
E Divide Ss into pairs. One student sings the Qs and the other sings the statements.
2 Sounds and words
1) Getting ready
A Write the alphabet letter “Pp” on the board.
T: What’s this letter? Ss: Pp
B Show both your lips remain closed, aspiration to produce the sound:
C Practice the sound. (Repeat several times.)
2) Using the book
D Have Ss look at the words on the page: cap, ship, map, sleep, rope, soap
E Listen to the tape and have Ss point to each word as the tape says it.
F Play the tape again and have Ss repeat after the tape.
G After enough practice, point to the pictures randomly and have Ss say the word.
H Helps Ss if they have difficulty making the sound
3) Listen and chant
I Have Ss look at the pictures next to the lyrics.
J Ask them: What is this?
K Play the tape and have Ss point to the lyrics while listening to the chant
L Play the tape again, and have Ss chant along.
3 Finish the exercises in in Workbook and Writing book.
教学后记: 1、通过小组学习，很好地发挥了小组长的作用，体现了学生的主体地位，以及教师引导的作用。 2、通过游戏形式复习旧单词和句子，形式好，而且能调动学生学习的积极性，大部分学生都能积极参加，课堂气氛活跃。 3、学生之间进行评价，能让学生找出自己学不好的地方， 也能建立学生学习的信心，但个别学生还对于评价别人存 在主观的因素，有待引导。
Unit 7 Time
一、Objectives and Requirements:
4. Language
Target: What time is it ? It’s … . Is it … ? Yes , it is . No , it isn’t .
Additional: I don’t like ants.
2. Vocabulary
Key: one o’clock, two o’clock, three o’clock, four o’clock, five o’clock, six o’clock, seven o’clock, eight o’clock, nine o’clock, ten o’clock, eleven o’clock, twelve o’clock
Sounds and words: f, v, e, four , family , violin , eleven , ten , elephant
3、Materials：
Picture cards , ball / soft object, digital watch / clock, chalk / maker, paper cards, paper / plastic bag, dice, hole punch / scissors, paper
二、Procedure:
The first period
1. Conversation
1) Getting ready
A. (Hold a soft ball or soft object.) One! (Toss the ball to a student.)
B. Prompt the student to say Two. And toss the ball to the next student who says Three. Model if necessary.
C. Continue up to twelve.
D. Write the word o’clock on the board and have Ss repeat.
E. Now add o’clock after the numbers, e.g. one o’clock, two o’clock. Point to the numbers around a clock.
F. Using the soft ball or object, toss it around as you and the Ss say the hours of the day.
G. T: (Pointing to the 1 on a clock.) What time is it?
Ss: It’s one o’clock.
Model if necessary.
2) Using the book
A. T: (Point a watch or a clock.) What’s this? Ss: It’s a watch / clock.
B. Listen to the tape and have Ss repeat after each sentence.
C. Play the tape again and have Ss follow along.
D. T: Get into groups of three. One plays Gogo, one plays Tony and one plays the shopkeeper.
Point out who the shopkeeper is in the picture.
E. Have Ss listen and speak their roles as the tape plays.
2. Vocabulary
1) Getting ready
A. Hold up each Picture Card and say the time.
B. Listen and repeat the time.
C. Say each time again in random order.
2) Using the book
A. Listen to the tape and have Ss repeat each time phrase. Point to each picture as you say it.
B. T: (Point to the eleven o’clock picture.) What time is it?
Ss: It’s eleven o’clock.
C. Hold the book up and point to other time pictures and have Ss answer.
3. Practice 1
1) Getting ready
A. T: (Point to Picture A.) What time is it?
B. Generate responses and do the same for the other three pictures.
2) Using the book
C. Play the tape for number 1, then pause. T: Which picture is it?
D. While Ss are responding, gradually move your hand to Picture B. B is No.1.
E. Continue with the other three, pausing after each one.
4. Practice 2
1) Place Picture Cards around the room in various places.
2) Walk around the room posing Qs to Ss. Move around the room quickly and pose Qs to keep Ss focused.
3) T: (Point to a Picture Card.) What time is it? Ss: It’s …o’clock.
4) Model responses if necessary.
5) Invite a student to take your place.
教学后记: 1、戏形式复习能激发学生兴趣，学生在活动过程中复习、巩固旧知识，效果好。2、字母的书写是一个重点，个别学生忽略了书写应注意的问题，有待加强。
3、学生在新学英文字母的发音时，受语文的影响，很容易和语文的字母发音混淆，这是一个重点中的难点，应该设法解决。
The second period
1 Song
1) Getting ready
A. Bring in a clock.
B. T: (Show one o’clock.) What time is it? Ss: It’s … o’clock.
C. Show two o’clock and do the same.
2) Using the book
D. Play the tape and have Ss listen first.
E. Play the tape again and have Ss point to each phrase as it is sung.
F. Divide Ss into two groups. One group sings the Qs and the other group sings the statements. Both groups do the Hey parts together.
2 Target
A Getting ready
1) Pass out Picture Cards.
2) Have Ss hold them up.
3) Pose Qs to them about their cards: What time is it? Is it …o’clock?
4) Continue asking other Ss.
B Using the book
5) Point to the first and second pictures and model the dialogs.
6) Play the tape and pause after each sentence for Ss to repeat.
3 Activity 1
A. Getting ready
1) Write one o’clock, two o’clock and three o’clock on the board.
2) Scattered on the board, draw sketches of three digital clocks with 1:00, 2:00, 3:00 showing.
3) Have three Ss come to the board and give each a chalk or marker.
4) Have the first student connect the phrase one o’clock with the clock reading 1:00. Do the same with the other two.
5) Encourage Ss to say It’s …o’clock. When they are connecting the sentences and their corresponding sketches.
B. Using the book
6) As Ss are connecting the phrases and clocks, circulate and check for accuracy.
4 Activity 2
A Getting ready
1) Copy two sets of the boxes from SB p.47, but only put one clock in each box. One set is for SA and one is for SB.
2) Ask for two volunteers.
3) Have S1 / S2 draw in the time on her / his Student A clock. S1 / S2 leaves her /his Student B box blank.
4) S1 / S2 reads the time that S2 / S1 drew: What time is it? It’s …o’clock.
5) S1 / S2 draws in two o’clock in Student B / Student A box.
B Using the book
6) Put Ss in pairs, Student A and Student B.
7) Ss do activity as demonstrated.
教学后记: 1、通过活动教学法教学，让学生在活动游戏中学习，操练新知识，学习效果好，而且学生学习兴趣大，能积极主动参与课堂活动。 2、在开展活动时，如果参与面再广一点，效果会更好。同时，在设计活动形式时，如果再能中下生的接受情况，设计不同层次的活动，也许会更好。时间安排有点呈现前紧后松。
The third period
1 Activity 3
1) Getting ready
A. Draw boxes and clocks as in Activity 2.
B. Have S1 / S2 draw in the time on his / her Student A clock. S1 / S2 leaves his / her Student B / Student A box blank.
C. S1 / S2 reads the time that S2 / S1 drew: What time is it? It’s …o’clock.
D. S1 / S2 draws in two o’clock in Student B / Student A box.
2) Using the book
E. Put Ss in pairs, Student A and Student B.
F. Ss do activity as demonstrated.
2 Sounds and words
1) Getting ready
A. Write the alphabet letter Ii on the board.
T: What’s this letter? Ss: Ii.
T: Yes, today’s sound is the same sound as the letter Ii.
B. Practice the sound .
2) Using the book
C. Have Ss look at the words on the page.
D. Make the sound , pointing to the spelling patterns (i-e, igh).
E. Listen to the tape and have Ss point to each word as the tape says it.
F. Play the tape again and have Ss repeat after the tape.
G. After enough practice, point to the pictures randomly and have Ss say the word.
3) Listen and chant
H. Have Ss look at the clocks next to the lyrics.
I. Ask them what times are being illustrated.
J. Play the tape and have Ss point to the corresponding clocks while listening.
K. Play the tape again, and have Ss point to the clocks as they chant the lyrics.
3 Finish the exercises in in Workbook and Writing book.
教学后记: 1、通过活动教学法教学，让学生在活动游戏中学习，操练新知识，学习效果好，而且学生学习兴趣大，能积极主动参与课堂活动。 2、在开展活动时，如果参与面再广一点，效果会更好。同时，在设计活动形式时，如果再能中下生的接受情况，设计不同层次的活动，也许会更好。时间安排有点呈现前紧后松。
Unit 8 Counting
一、Objectives and Requirements:
1 Language
Target: How many.. are there ? There are …
Sounds and words:s, x. z , seventeen , sing , sixteen , box , zero , zoo
2 Vocabulary
Key: thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
3 Materials：Picture cards, classroom objects or other items (13 to 20),
real fruit: cherries, pears, strawberries, etc., paper cards.
二、Procedure:
The first period
1. Conversation
1) Getting ready
A. Using CAI and point to the apple tree in the picture, count the apples.
B. After Ss have had a chance to count, ask Ss how many apples there are. Accept all answers.
C. Do the same for the peaches, cherries, pears and strawberries in the
pictures.
2) Using the book
D. Play the tape one time and ask Ss some comprehension Qs: How many …are there?
E. Listen again and have Ss follow along.
F. Play the tape again, pause after each sentence and letting Ss repeat.
2. Vocabulary
1) Getting ready
A. Go around the class and collect pencils from the Ss. Collect at least 20 pencils.
B. Put pencils on a desk that is clearly visible to all Ss.
Count the pencils from 1 to 12 quickly. At the thirteenth pencils, slow down: thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
C. Do it one more time slowly and have Ss repeat after you.
2) Using the book
D. Play the tape and have Ss repeat each word.
E. Point to the picture randomly and have Ss say the numbers.
3 Activity 2
A Getting ready
1) Have Ss look at the pictures on the page.
T: What can you see in the picture? What are they?
2) Have Ss say each item. Use Picture Cards 27, 31, 34, 36, 37, 39, 40, 47 and 48to review the vocabulary.
3) Ss try to memorize the order of items in the book.
B Using the book
4) After counting to 20, have Ss look at the pictures on the page again:
How many …are there?
5) Give Ss two minutes to look and count the items and check the answers.
教学后记: 1、通过多种形式来操练句型和新单词，学生不会感到枯燥，且效果也比较
理想。 2、学生的听、说、读、写都能得到了比较充分的训练。 3、听力的过程中，反映了部分学生对数字的认识还有待加强。唱歌部分，如果能让学生发挥想象，做一些他们喜欢的动作，效果会更好。
The second period
1. Practice 1
1) Getting ready
A T: Point to Picture D and tell Ss that these are kites.
How many kites are there?
Ss: There are seventeen.
B Generate responses and do the same for the other three pictures.
2) Using the book
C Play the tape for number 1, then pause. T: Which picture is it?
D While Ss are responding, gradually move your hand to Picture C.
E Continue with the other three, pausing after each one.
2 Target
A Getting ready
1) Bring in some fruit to class.
2) Have Ss count some peaches, cherries, pears, strawberries or whatever is easily accessible: T: How many … are there?
Ss: There are ….
B Using the book
3) Point to the picture of Gogo, Tony and Jenny and model the dialogs.
4) Play the tape and pause after each sentence for Ss to repeat.
3. Practice 2
1) Have Ss look at the page, T: What’s Gogo saying?
2) Walk around the room, eliciting responses.
3) Model responses if necessary.
4) Play the tape and have Ss answer.
5) After listening and answering Qs, encourage Ss to ask these Qs to other Ss in pairs or small groups.
4 Song
1) Getting ready
A Point to the monkeys,
T: What are these? Ss: They are monkeys.
T: That’s right. How many monkeys are there? Ss: There are nine.
T: What are they holding? Ss: They are holding bananas.
T: How many bananas are there? Ss: There are six.
2) Using the book
B Play the tape and have Ss listen first.
G. Play the tape again and have Ss point to each phrase as it is sung.
H. Divide Ss into pairs. One student sings the Qs and the other sings the statements.
I. Encourage body gestures to reinforce the Qs of “How many…?” and the “There are …”responses.
J. Finally, have Ss fill in the number of bananas on each monkey’s card.
教学后记: 1、通过实物教学新内容，操练新知识，学生有较浓厚的学习兴趣，而且教学效果较好。 2、在学习故事的过程中，作示范不够清晰，因此，有部分学生对故事中的人物区分不是很清楚，在示范时演示范清楚，直到学生明白为止会更好。 3、多媒体的运用，增添了学习的色彩感，效果好。
The third period
1 Activity 1
A. Getting ready
1) Write the alphabet on the board.
2) Number the letters from 1 to 20.
3) The write 7-15-7-15 on the board. Bring a student up to the board to write the word that ids made up from the numbers 7 and 15.
4) The student should write GOGO.
B Using the book
5) Have Ss look at the numbers and letters for this activity.
6) Have Ss work alone or in pairs to decode the numbers and write the words in their appropriate positions.
7) Circulate through the classroom and check Ss’ work.
2 Sounds and words
1) Getting ready
A Write the alphabet letter “S” on the board.
T: What’s this letter? Ss: S
B Show mouth and model how the upper teeth rest inside the lower lip.
C Practice the sound
8) Using the book
D Have Ss look at the words on the page: five, twelve, glove, dove, above, wave
E Listen to the tape and have Ss point to each word as the tape says it.
F Play the tape again and have Ss repeat after the tape.
G After enough practice, point to the pictures randomly and have Ss say the word.
H Helps Ss if they have difficulty making the sound
3) Listen and chant
I Have Ss look at the clocks next to the lyrics.
J Ask them: What are the boy and the girl holding? How many are there?
K Play the tape and have Ss point to the lyrics while listening to the chant
L Play the tape again, and have Ss chant together.
3 Finish the exercises in in Workbook and Writing book.
教学后记: 1、学生的听、说、读、写都能得到了比较充分的训练。 2、在听力的过程中，反映了部分学生对数字的认识还有待加强。唱歌部分，如果能让学生发挥想象，做一些他们喜欢的动作，效果会更好。
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