小学二年级上学期英语教案(全英)

不想再卡 · 发表于 2011-10-12 11:28:14

Unit 1 What Can You Do?
I. Teaching materials:
Let’s Learn
II. Objectives:
1. all the children can do the corresponding actions when they hear the eight verbs or verb phrases;
2. most children can say about five of the eight verbs when they see the pictures or watch the actions, whereas the fast learners can say all the eight;
3. the fast learners can recognize the actions when they read the words or phrases and watch the words or phrases with the pictures;
4. all the children are able to tell others the things they can do by saying “I can…”.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. master the following new vocabulary:
dance, draw, swim, skate, skip rope, ride a bike, play the piano, fly a kite；
2. master the following sentence structures:
      I can…
V. Teaching Preparation:
1. pictures and word cards of the actions below:
dance, draw, swim, skate, skip rope, ride a bike, play the piano,
fly a kite;
2. tape, tape recorder, CD-ROM.
VI. Teaching Procedures:
1. review the song “I can sing a rainbow”;
2. present the alphabet from A to D:
Aa for apple; Bb for book; Cc for cat; Dd for dog.
3. present the characters of Book3:
monkey, rabbit, elephant, kangaroo.(use pictures of the characters)
4. present the learning materials of this lesson:
Unit 1 What can you do? Let’s Learn.(write down the topic of the lesson)
5. presentation: (use Total Physical Response——TPR)
1) listen to the tape of “Let’s Learn”, and the teacher do the actions at the same time, or look at the plays at CD-ROM, the children just listen and watch carefully;
2) the teacher says the words, phrases or sentences while doing the actions again, the children listen attentively and copy the actions;
3) the teacher says the words, phrases or sentences without doing the actions, the children listen to the teacher and do the actions;
4) the children say the words, phrases or sentences and do the actions as well.
6. guessing game:
1) the teacher do the actions and the children guess what the teacher is doing and say：“I can ...”.
2) one of the children do the actions and the other guess what he or she is doing and say: “I can...”.
7. use the following chant to practice the words, phrases or sentences:
         I can dance.          I can skip rope.
         I can draw.          I can ride a bike.
         I can swim.          I can play the piano.
         I can skate.          I can fly a kite.
8. do the exercise 1 in the Activity Book. ( P1)
9. summary:
1) read or reside the sentences together;
2) read the words and phrases in Piggy Bank.
10. Homework:
says the sentences and do the actions for your parsents.
VII. Layout:
Unit 1 What can you do?
Let’s Learn:
      I can dance.          I can skip rope.          Aa for apple
      I can draw.          I can ride a bike.       Bb for book
      I can swim.          I can play the piano.    Cc for cat
      I can skate.          I can fly a kite.          Dd for dog

I. Teaching materials:
Let’s Play
II. Objectives:
1. all the children can play the game “Chinese Whisper” on page 3 and say “Somebody can...”;
2. most children can say the verbs and phrases learnt in the previous lesson;
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. be known the following vocabulary:
dance, draw, swim, skate, skip rope, ride a bike, play the piano, fly a kite；
2. be known the following sentence structures:
      I can…
3. master the following sentence structure:
      Somebody can...
V. Teaching Preparation:
1. pictures and word cards of the actions below:
dance, draw, swim, skate, skip rope, ride a bike, play the piano,
fly a kite;
2. tape, tape recorder, CD-ROM.
VI. Teaching Procedures:
1. review the alphabet from A to D:
Aa for apple; Bb for book; Cc for cat; Dd for dog.
2. review the characters of Book3:
monkey, rabbit, elephant, kangaroo.(use pictures of the characters)
3. present the learning materials of this lesson:
Unit 1 What can you do? Let’s Play.(write down the topic of the lesson)
4. revision:
1) listen to the tape of “Let’s Learn”, and the children do the actions at the same time, or look at the plays at CD-ROM;
2) the children say the words, phrases or sentences and do the actions as well.
5. guessing game:
1) the teacher do the actions and the children guess what the teacher is doing and
say：“I can ...”.
2) one of the children do the actions and the other guess what he or she is doing
and say: “I can...”.
6. the teacher do the actions and the children guess what the teacher is doing and
say：“Miss Cen can ...”.
7. one of the children do the actions and the other guess what he or she is doing and
say: “Somebody can...”.
8. use different verbs to play the game “Chinese Whisper”:
  1) I can dance.          2) I can draw.
  3) I can swim.          4) I can skate.
  5) I can skip rope.       6) I can ride a bike.
  7) I can play the piano. 8) I can fly a kite.
  The first child of each line can be shown a sentence, then they pass on the
sentence they read to the next child. The last child of each line goes to the
teacher’s desk and pick up the sentence they hear and do the corresponding action.
9. Homework:
review the sentences and do the actions for your parsents.
VII. Layout:
Unit 1 What can You do?
Let’s Play:
      I can dance.          I can skip rope.          Aa for apple
      I can draw.          I can ride a bike.       Bb for book
      I can swim.          I can play the piano.    Cc for cat
      I can skate.          I can fly a kite.          Dd for dog

I. Teaching materials:
Let’s Sing  Let’s Chant
II. Objectives:
1. most children can sing the song in chorus, can understand the meaning of the rhyme in Let’s Chant and chant it rhythmically;
2. the slow learners can sing and chant along with the tape recorder or the teacher;
3. the fast learners can create new lyrics with the guidance of the teacher, and create the new verses for the chant;
4. the fast learners can distinguish the word “kite, bike” from the phrases “fly a kite” and “ride a bike”;
5. the pupils will enjoy the song and the chant.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be families with the following vocabulary:
dance, draw, swim, skate, skip rope, ride a bike, play the piano, fly a kite, cook；
2. be families with the following sentence structures:
      I can…    I can’t...
V. Teaching Preparation:
1. pictures and word cards of the actions below:
dance, draw, swim, skate, skip rope, ride a bike, play the piano,
fly a kite;
2. tape, tape recorder, CD-ROM.
VI. Teaching Procedures:
1. review the alphabet from A to D:
Aa for apple; Bb for book; Cc for cat; Dd for dog.
2. present the learning materials of this lesson:
Unit 1 What can you do?    Let’s Sing Let’s Chant.
(write down the topic of the lesson)
3. presentation:
1) draw a sun, some grass, some colorful flowers on the blackboard;
2) tell the children that we will go to play in the park today, we will ride a bike and fly a kite, and we will learn a song “Merrily”;
3) try to close your eyes and imagine the situation: now we are in the park, the sun is shining, there are some green grass and some colorful flowers, look there, there is a girl riding a bike and there is a boy flying a kite.;
4) eyes closed and listen to the tape of the song “Merrily”;
5) try to sing along with the tape or the teacher;
6) encourage the fast learners to create their own verse for the song;
   e.g. skip, skip, skip rope, so high in the sky,
      merrily, merrily, merrily, merrily, so high in the sky.
4. do the exercise 2 in the Activity Book;
5. presentation for the chant:
  1) look at the pictures in the book and listen to the tape of the chant, try to fine what is new for this chant:
   What can you do?       What about you?
   I can’t dance.          But I can cook.
   Come over and have a look.
  2) practice for the new sentences;
  3) try to chant with the teacher slowly;
  4) try to chant with the tape.
6. do the exercise 3 in Activity Book.
7. summary:
sing the song and chant together.
VII. Layout:
Unit 1 What can You do?
Let’s Sing    Let’s Chant
fly a kite so high in the sky                Aa for apple
ride a bike  so fast down the road             Bb for book
What can you do?  I can dance.             Cc for cat
What about you? I can’t dance             Dd for dog
I can cook.
Come over and have a look.

I. Teaching materials:
Project
II. Objectives:
1. most children can sing the song in chorus, can understand the meaning of the rhyme in Let’s Chant and chant it rhythmically;
2. the slow learners can sing and chant along with the tape recorder or the teacher;
3. the fast learners can create new lyrics with the guidance of the teacher, and create the new verses for the chant;
4. the fast learners can distinguish the word “kite, bike” from the phrases “fly a kite” and “ride a bike”;
5. the pupils will enjoy the song and the chant.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. successfully conduct the survey and fill in the form;
2. report to the group or the class about the results of the survey;
3. get basic ideas and skills about doing a survey.
V. Teaching Preparation:
1. pictures and word cards of the actions below:
dance, draw, swim, skate, skip rope, ride a bike, play the piano,
fly a kite;
2. tape, tape recorder, CD-ROM;
3. form.
VI. Teaching Procedures:
1. review the alphabet from A to D:
Aa for apple; Bb for book; Cc for cat; Dd for dog.
2. revision:
1) try to chant in Let’s Learn;
         I can dance.          I can skip rope.
         I can draw.          I can ride a bike.
         I can swim.          I can play the piano.
         I can skate.          I can fly a kite.
2) try to sing the song “Merrily”;
3) tey to chant in Let’s Chant:
      Lucy, Lucy,          I can’t dance.
      What can you do?    But I can cook.
      I can dance.          Come over and
      What about you?       Have a look.
3. present the learning materials of this lesson:
Unit 1 What can you do?    Porject
(write down the topic of the lesson)
3. task:
1) the children are divided into groups, each child writes down hie or her own name on the first line and say “I can/I can’t…”, then go up to other group members and ask “Can you…?”, then fill in the form of the following like this:
2) after they finish the form, the children can compare with the others to see if they have the same results with their group member, if the results are the same, children can report the results to the teacher;
3) the teacher can sum up the numbers of the people who can do different things together with the children, then make a chart like this:

50

40

30

20

10
0 swim draw dance skate play the fly a ride a skip                                  piano kite    bike rope
Name Play the piano cook dance ride a bike swim

4. do the exercise 4 in the Activity Book (P4).
VII. Layout:
Unit 1 What can You do?
Porject:
Can you play the piano?    Yes, I can.
Can you draw?             No, I can’t.

I. Teaching materials:
Let’s Talk
II. Objectives:
1. most children can understand and act out the dialogue in Let’s Talk;
2. the slow learners can act out the dialogue with the help of the teacher or classmates;
3. the last learners can pick up the chunks “That’s it.”, “You got it.” and use them orally in appropriate situations;
4. the children can appreciate the merits of being encouraging and helpful.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. master the following words:
skate, teach
2. be familiar with the sentences structure:
Can you…?
No, I can’t.
3. pick up the following chunks:
That’s it.
Come on, boy.
You got it.
V. Teaching Preparation:
1. pictures and word cards of the actions below:
dance, draw, swim, skate, skip rope, ride a bike, play the piano,
fly a kite;
2. tape, tape recorder, CD-ROM.
VI. Teaching Procedures:
1. review the alphabet from A to D:
Aa for apple; Bb for book; Cc for cat; Dd for dog.
2. revision:
4) try to chant in Let’s Learn;
         I can dance.          I can skip rope.
         I can draw.          I can ride a bike.
         I can swim.          I can play the piano.
         I can skate.          I can fly a kite.
5) try to sing the song “Merrily”;
6) tey to chant in Let’s Chant:
      Lucy, Lucy,          I can’t dance.
      What can you do?    But I can cook.
      I can dance.          Come over and
      What about you?       Have a look.
3. present the learning materials of this lesson:
Unit 1 What can you do?    Let’s Talk
(write down the topic of the lesson)
4. listen to the tape of the dialogue in Let’s Talk and look at the pictures in the textbook, try to understand the dialogue;
5. try to act out the dialogue.
VII. Layout:
Unit 1 What can You do?
Let’s Talk:
Jiamin, can you skate?          No, I can’t.
I can teach you.                OK.
Come on, Jiamin.             No, I’m scared.
Come on, boy.                OK.
Good, good, that’s it.
Great, Jiamin, you got it.

I. Teaching materials:
Story Time Bobby’s Trunk
II. Objectives:
1. the children can tell what happens in the story (in Chinese);
2. the children will enjoy reading and listening to the story;
3. the fast learners will be able to act out the story;
4. the fast learners can orally use the chunks mentioned above in appropriate situations;
5. the children are able to reflect on what they’ve learnt and how they did in this unit;
6. the children can get to know in what aspects they need to work harder after the self-assessment.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. try to know the following words:
eagle, egg, mouse, bad, catch
2. master the following sentence structure:
I can…          I can’t…
Can you…?       Yes, I can. / No, I can’t.
3. pick up the following chunks:
I’m hungry.       Follow me.
Look.             Help.
Stop.
V. Teaching Preparation:
1. pictures and word cards of the actions below:
dance, draw, swim, skate, skip rope, ride a bike, play the piano,
fly a kite;
2. tape, tape recorder, CD-ROM.
VI. Teaching Procedures:
1. review the alphabet from A to D:
Aa for apple; Bb for book; Cc for cat; Dd for dog.
2. revision:
7) try to chant in Let’s Learn;
         I can dance.          I can skip rope.
         I can draw.          I can ride a bike.
         I can swim.          I can play the piano.
         I can skate.          I can fly a kite.
8) try to sing the song “Merrily”;
9) try to chant in Let’s Chant:
      Lucy, Lucy,          I can’t dance.
      What can you do?    But I can cook.
      I can dance.          Come over and
      What about you?       Have a look.
3. present the learning materials of this lesson:
Unit 1 What can you do?    Story Time Bobby’s Trunk
(write down the topic of the lesson)
4. before telling the story, we can ask the children to look at the series of pictures in the story and guess what happens in them;
5. while listening to the story, give the children time to predict what’s happening, by the end of the story, they can discuss what will happen to the mouse after it is caught;
6. the children finish doing Bobby’s trunk;
7. do the exercise 5 in the Activity Book.
VII. Layout:
Unit 1 What can You do?
  Story Time:
      I’m hungry.          Follow me.
      Look.             Stop.
      Help.

Unit 2 What’s for dinner?
I. Teaching materials:
Let’s Learn
II. Objectives:
1. all the children can show or point at the corresponding pictures when they hear the food words in the language focus in English;
2. most children can say the words when they see the pictures of the food mentioned above;
3. the fast learners are able to match the pictures about food with the right words;
4. the children can express what food they like and don’t like in English.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
8. try to know the following words:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg;
9. master the following sentence structure:
I like…
I don’t like…
V. Teaching Preparation:
1. pictures or objects of:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg;
2. tape, tape recorder, CD-ROM;
3. the word cards.
VI. Teaching Procedures:
1. review the alphabet of A to D;
2. present the alphabet of E to H:
Ee for egg    Ff for fish
Gg for good    Hh for hamburger
3. present the sentence structure:
1) review the sentence structure: I can…
2) present the new sentence structure:
I can dance.          I like dance.
I can skip rope.       I like skip rope.
I can draw.          I like draw.
I can ride a bike.       I like ride a bike.
I can swim.          I like swim.
I can play the piano.    I like play the piano.
I can skate.          I like skate.
4. present the names of food: What do the animals like?
Andy likes bananas.       I like bananas.
Mr. Leo likes meat.       I like meat.
Amy likes milk.          I like milk.
Bobby likes rice.          I like rice.
Andy likes bread.          I like bread.
Bobby likes hamburgers.    I like hamburgers.
  Practice with the new words and the new sentence structure.
5. present the other new sentence structure:
Andy doesn’t like grapes.    I don’t like grapes.
Mr. Leo doesn’t like fish.    I don’t like fish.
Amy doesn’t like juice.       I don’t like juice.
Bobby doesn’t like noodles.    I don’t like noodles.
Andy doesn’t like eggs.       I don’t like eggs.
Bobby doesn’t like sausages. I don’t like sausages.
  Practice with the new sentence structure.
6. play a game:
act out the sentences.
7. do the exercise 3 in the Activity Book.
VII. Layout:
Unit 2 What’s For Dinner?
Let’s learn:
            I like bananas.       I don’t like bananas.
            I like meat.          I don’t like fish.
            I like milk.          I don’t like juice.
            I like rice.             I don’t like noodles.
            I like bread.          I don’t like eggs.
            I like hamburgers.    I don’t like sausages.

I. Teaching materials:
Let’s Play
II. Objectives:
1. the children can play the guessing game in Let’s Play;
2. the children will participate in the guessing game enthusiastically;
3. the children can tell others the food they like or they don’t like.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
10. try to know the following words:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg;
11. master the following sentence structure:
I like…
I don’t like…
V. Teaching Preparation:
4. pictures or objects of:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg;
5. tape, tape recorder, CD-ROM;
6. the word cards.
VI. Teaching Procedures:
7. review the alphabet of E to H;
Ee for egg    Ff for fish
Gg for good    Hh for hamburger
8. review the new words of food: (listen and say)
bananas, bread, grapes, eggs, hamburgers, rice, sausages, noodles, milk, juice, meat, fish.
9. review the sentence structure:
      I like bananas.       I don’t like bananas.
      I like meat.          I don’t like fish.
      I like milk.          I don’t like juice.
      I like rice.             I don’t like noodles.
10. play a game: pretend and guess:
a) the teacher pretend to be Andy and say:
I like bananas, but I don’t like grapes.
   The children guess who I am and say:
         You’re Andy.
   The teacher praise the children:
That’s right. Your turn.
The teacher pretend to be Andy again and say:
      I like bread, but I don’t like eggs.
The children guess who I am and say:
      You’re Andy.
The teacher praise them again:
      That’s right. Your turn.
b) pair works to play this game;
c) ask someone to pretend and the whole class guess.
11. review the sentences the whole class:
I like bananas, but I don’t like grapes.
I like bread, but I don’t like eggs.
I like hamburgers, but I don’t like sausages.
I like rice, but I don’t like noodles.
I like milk, but I don’t like juice.
I like meat, but I don’t like fish.
6.  do the exercise 1 in the Activity Book.
VII. Layout:
Unit 2 What’s For Dinner?
Let’s learn:
            I like bananas.       I don’t like bananas.
            I like meat.          I don’t like fish.
            I like milk.          I don’t like juice.
            I like rice.             I don’t like noodles.
            I like bread.          I don’t like eggs.
            I like hamburgers.    I don’t like sausages.

I. Teaching materials:
Let’s Chant
II. Objectives:
4. most children can understand the meaning of the rhyme in Let’s Chant and chant it rhythmically;
5. the slow learners can chant it along with the teacher or tape recorder;
6. the fast learners can create their own verses for the chant;
7. the fast learners can use the chunks “I do too” and “one for you and one for me” in daily life.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
12. try to know the following words:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
13. master the following sentence structure:
I like…
I don’t like…
14. try to know the following sentence structure:
Do you like…?
15. try to know the chunks:
I do too.
One for …and one for …
V. Teaching Preparation:
7. pictures or objects of:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
8. tape, tape recorder, CD-ROM;
9. the word cards.
VI. Teaching Procedures:
12. review the alphabet of E to H;
Ee for egg    Ff for fish
Gg for good    Hh for hamburger
13. review the new words of food: (listen and say)
bananas, bread, grapes, eggs, hamburgers, rice, sausages, noodles, milk, juice, meat, fish.
14. review the sentence structure:
      I like bananas.       I don’t like bananas.
      I like meat.          I don’t like fish.
      I like milk.          I don’t like juice.
      I like rice.             I don’t like noodles.
15. present the new sentence structure:
Do you like bananas / cookies / ice-cream?
Yes, I do.
I do too.
One for me and
One for you.
a) listen to the teacher read the chant first;
b) try to learn the new sentence structure:
Do you like…?
      Yes, I do.
      I do too.
      One for me and one for you.
c) try to chant with the tape recorder or the teacher;
d) chant together in two groups or in boys and girls;
e) the fast learners can be encouraged to create their new chants by substituting “hamburgers, sausages” for “bananas, ice-cream”.
VII. Layout:
Unit 2 What’s For Dinner?
Let’s Chant:
Do you like bananas? Do you like cookies?    Do you like ice-cream?
Yes, I do.             Yes, I do.             Yes, I do.
I do too.             I do too.             I do too.
One for me and       One for me and       One for me and
One for you.          One for you.          One for you.

I. Teaching materials:
Project
II. Objectives:
8. the children are able to do the survey by asking “Do you like…?” and answering “Yes, I do. / No, I don’t.”, then fill in the form and make a poster in group;
9. the children will get basic ideas and skills about a survey;
10. the fast learners are able to match the pictures and words about food.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
16. master the following words:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
17. master the following sentence structure:
I like…
I don’t like…
18. try to know the following sentence structure:
Do you like…?
Yes, I do. / No, I don’t.
V. Teaching Preparation:
10. pictures or objects of:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
11. tape, tape recorder, CD-ROM;
12. the word cards.
VI. Teaching Procedures:
16. review the alphabet of E to H;
17. review the new words of food: (listen and say)
bananas, bread, grapes, eggs, hamburgers, rice, sausages, noodles, milk, juice, meat, fish.
18. review the sentence structure:
      I like bananas.       I don’t like bananas.
      I like meat.          I don’t like fish.
      I like milk.          I don’t like juice.
      I like rice.             I don’t like noodles.
19. revise the chant:
Do you like bananas? Do you like cookies?    Do you like ice-cream?
Yes, I do.             Yes, I do.             Yes, I do.
I do too.             I do too.             I do too.
One for me and       One for me and       One for me and
One for you.          One for you.          One for you.
20. do the project:
a) revise the sentence structure:
Do you like…?
Yes, I do. / No, I don’t.
b) do the project in pairs to finish the form;
c) ask someone to pretend to be your partner, answer the teacher’s questions:
Do you like…?
Yes, I do. / No, I don’t.
VII. Layout:

不想再卡 · 发表于 2011-10-12 11:28:24

Unit 2 What’s For Dinner?
Project:
Do you like bananas? Do you like cookies?    Do you like ice-cream?
Yes, I do.             Yes, I do.             Yes, I do.
I do too.             I do too.             I do too.
One for me and       One for me and       One for me and
One for you.          One for you.          One for you.

I. Teaching materials:
Let’s Sing
II. Objectives:
11. the children can understand the meaning of “breakfast, lunch, dinner”, and they can tell the different meals they have according to different times;
12. the fast learners can sing the song along with the tape or the teacher;
13. the fast learners can create new lyrics for the same tune.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
19. master the following words:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
20. master the following sentence structure:
Do you like…?
Yes, I do. / No, I don’t.
21. try to know the following words:
breakfast, lunch, dinner.
V. Teaching Preparation:
13. pictures or objects of:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
14. tape, tape recorder, CD-ROM;
15. a big clock.
VI. Teaching Procedures:
21. review the alphabet of E to H;
Ee for egg    Ff for fish
Gg for good    Hh for hamburger
22. review the new words of food: (listen and say)
bananas, bread, grapes, eggs, hamburgers, rice, sausages, noodles, milk, juice, meat, fish.
23. review the sentence structure:
      I like bananas.       I don’t like bananas.
      I like meat.          I don’t like fish.
      I like milk.          I don’t like juice.
      I like rice.             I don’t like noodles.
24. revise the chant:
Do you like bananas? Do you like cookies?    Do you like ice-cream?
Yes, I do.             Yes, I do.             Yes, I do.
I do too.             I do too.             I do too.
One for me and       One for me and       One for me and
One for you.          One for you.          One for you.
25. present the new words:
a) show the big clock, ask the children What time it is, then tell them it is time to have breakfast, have lunch, or have dinner;
b) read the words:
breakfast, lunch, dinner;
c) present the sentence: I enjoy my meals.
It’s time to have our breakfast. We have bread and milk for breakfast.
We enjoy our meals.
It’s time to have our lunch. We have hamburgers, apple and juice for our lunch. We enjoy our lunch.
It’s time to have our dinner. We have rice for our dinner.
We enjoy our dinner.
26. try to sing the song: I enjoy my meals.
Breakfast, lunch and dinner too.
I enjoy my meals.
VII. Layout:
Unit 2 What’s For Dinner?
  Let’s sing:
Breakfast, lunch and dinner too.
I enjoy my meals.

I. Teaching materials:
Let’s Talk
II. Objectives:
14. most children can understand and act out the dialogue in Let’s Talk;
15. the slow learners can say “I like… / I don’t like…”;
16. the fast learners can pick the chunk or daily expressions in the language focus below and use them orally in the appropriate situations.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
22. master the following words:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream, breakfast, lunch, dinner.
23. master the following sentence structure:
Do you like…?
Yes, I do. / No, I don’t.
24. try to know the following sentence structure:
What’s for breakfast / lunch / dinner?
25. try to pick up the chunks:
I’m hungry.
That’s good.
V. Teaching Preparation:
16. pictures or objects of:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
17. tape, tape recorder, CD-ROM;
18. the classroom decorated as the kitchen at home and the canteen at school.
VI. Teaching Procedures:
27. review the alphabet of E to H;
Ee for egg    Ff for fish
Gg for good    Hh for hamburger
28. review the new words of food: (listen and say)
bananas, bread, grapes, eggs, hamburgers, rice, sausages, noodles, milk, juice, meat, fish.
29. review the sentence structure:
      I like bananas.       I don’t like bananas.
      I like meat.          I don’t like fish.
      I like milk.          I don’t like juice.
      I like rice.             I don’t like noodles.
30. revise the chant:
Do you like bananas? Do you like cookies?    Do you like ice-cream?
Yes, I do.             Yes, I do.             Yes, I do.
I do too.             I do too.             I do too.
One for me and       One for me and       One for me and
One for you.          One for you.          One for you.
31. revise the song “I enjoy my meal.”;
32. present the dialogue:
a) listen to the tape or look at the CD-ROM of the dialogue;
b) try to understand the meaning of the dialogue;
c) try to retell the dialogue;
d) try to act out the dialogue.
7. do the exercise 2 in the Activity Book.
VII. Layout:
Unit 2 What’s For Dinner?
Let’s Talk:
What’s for breakfast, Mum?             Hi! What’s for lunch?
Noodles.                            Meat and carrots.
Oh no! Noodles again. I don’t like noodles. Great! I like carrots.
Em. That’s good. I like noodles.

I’m hungry. What’s for dinner, Mum?
Fish.
Yeah. I like Fish.

I. Teaching materials:
Story Time Bobby’s Trunk
II. Objectives:
17. enjoy reading and listening to the story and be able to act it out;
18. the children are able to reflect on what they’ve learnt and how they did in this unit;
19. the children will get to know in what in what aspects they need to work harder.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
26. master the following words:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream, breakfast, lunch, dinner.
27. master the following sentence structure:
I like…
I don’t like…
Do you like…?
Yes, I do. / No, I don’t.
What’s for breakfast / lunch / dinner?
28. try to know the following words:
chicken, sausage, fish, bread, mouse.
29. try to pick up the following chunks:
I’m hungry.
I’m full.
You are dead.
V. Teaching Preparation:
19. pictures or objects of:
banana, grape, fish, noodles, milk, juice, hamburgers, rice, bread, sausage, meat, egg, cookie, ice-cream;
20. tape, tape recorder, CD-ROM;
VI. Teaching Procedures:
33. review the alphabet of E to H;
Ee for egg    Ff for fish
Gg for good    Hh for hamburger
34. review the new words of food: (listen and say)
bananas, bread, grapes, eggs, hamburgers, rice, sausages, noodles, milk, juice, meat, fish.
35. review the sentence structure:
      I like bananas.       I don’t like bananas.
      I like meat.          I don’t like fish.
      I like milk.          I don’t like juice.
      I like rice.             I don’t like noodles.
36. revise the chant:
Do you like bananas? Do you like cookies?    Do you like ice-cream?
Yes, I do.             Yes, I do.             Yes, I do.
I do too.             I do too.             I do too.
One for me and       One for me and       One for me and
One for you.          One for you.          One for you.
37. revise the song “I enjoy my meal.”;
38. present the story:
a) ask the children to look at the series of pictures in the story and guess the plot of the story;
b) encourage the children to express their imagination either in Chinese or in English;
c) while listening to the story, the children may have chances to predict what’s happening;
d) by the end of the story, they can discuss what will happen to the mouse;
e) Try to act out the story.
7. Bobby’s Trunk.
VII. Layout:
Unit 2 What’s For Dinner?
Story Time Bobby’s Trunk:
I like bananas.       I don’t like bananas.
      I like meat.          I don’t like fish.
      I like milk.          I don’t like juice.
      I like rice.             I don’t like noodles.

Unit 3 It’s a nice T-shirt
I. Teaching materials:
Let’s learn
II. Objectives:
20. respond to the right clothes by numbering or pointing when their names are heard in English;
21. names the clothing;
22. recognize the new words and match them with corresponding pictures.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
try to be known with the following new words:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
V. Teaching Preparation:
21. pictures or cut-outs of:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
2. tape, tape recorder, CD-ROM;
VI. Teaching Procedures:
39. review the alphabet of A to H;
40. present the alphabet of I to L:
41. present the new learning materials:
a) It’s a sunny day, you washed many clothes by yourselves;
b) Put the pictures of the clothes on the blackboard to show the clothes to the children;
c) Say the new words and point to the corresponding pictures, the children look at the blackboard and listen to the teacher carefully;
d) Say the new words again and ask the children to point to the corresponding pictures or tell the numbers of the pictures one by one;
e) Say the new words the third time not in the right order and ask the children to point to the corresponding pictures or tell the numbers of the pictures;
f) Put the word labels under the corresponding pictures and help the children to recognize the word-sights in order to prepare them for initial reading;
g) Look at the pictures and the word labels, try to say the word;
h) Practice in groups, point to the pictures in the text book and say the words;
i) Play a matching game, matching the words with the pictures on the blackboard, two children in each group.
VII. Layout:
Unit 3 It’s a nice T-shirt
Let’s Learn:

(picture of the shoes)       (picture of a T-shirt)    (picture of a skirt)
shoes                   a T-shirt                a skirt

(picture of a dress)          (picture of a shirt)       (picture of a sweater)
a dress                   a shirt                a sweater

(picture of jeans)          (picture of shorts)       (picture of socks)
jeans                   shorts                   socks

I. Teaching materials:
Let’s Sing
II. Objectives:
23. enjoy the song;
24. sing the song in chorus;
25. find out the new cloth in the song;
26. name a jacket in English and point to the jacket when the word is heard.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. try to master with the following new words:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes, purple, yellow, blue;
2. try to learn the new word:
jacket
3. try to pick up the chunks:
Here’s my…
V. Teaching Preparation:
22. pictures or cut-outs of:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
2. tape, tape recorder, CD-ROM;
VI. Teaching Procedures:
42. review the alphabet of A to L:
43. review the word in Let’s Learn:
shoes, a T-shirt, a skirt, a dress, a shirt, a sweater, jeans, shorts, socks;
a) play a guessing game:
look at the pictures in the textbook, the teacher say the color of one of the clothes, the children guess what clothes they are according to their colors;
b) dress a boy or a girl by dressing them in different clothes, and report to the class:
e.g. a T-shirt, jeans, socks, shoes
a dress, socks, shoes
a shirt, shorts, socks, shoes
c) read the words together.
44. present the song “My Clothes”:
a) sing the song “I can sing a rainbow” to review the colors:
red, yellow, pink, green, orange, purple, blue;
b) listen to the tape twice and try to tell what clothes are in the song:
T-shirt, sweater, jacket;
c) learn the new word: jacket;
d) listen to the song again and try to tell what color the clothes are:
My T-shirt is purple.
My sweater is blue.
My jacket is yellow.
e) listen to the song and try to sing along with the tape;
f) sing the song by yourselves.
VII. Layout:
Unit 3 It’s a nice T-shirt
Let’s Sing:
                        My Clothes
Here is my T-shirt. Here is my jacket.
It’s purple.          It’s yellow.
Here is my sweater. It is yellow. It is new.
It is blue.

I. Teaching materials:
Let’s chant
II. Objectives:
27. follow the tape-recorder or the teacher and say the chant;
28. locate the socks in accordance with the chant;
29. enjoy the chant.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. try to master with the following new words:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes, jacket, purple, yellow, blue,
2. try to pick up the chunks:
here, there, everywhere.
V. Teaching Preparation:
23. pictures or cut-outs of:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
2. tape, tape recorder, CD-ROM;
VI. Teaching Procedures:
45. review the alphabet of A to L:
46. review the word in Let’s Learn:
shoes, a T-shirt, a skirt, a dress, a shirt, a sweater, jeans, shorts, socks;
47. review the song “My Clothes”:
a) divide the children into four groups and each group sing two lines of the song;
b) name the children after different clothes, and ask them to stand up and show their cloth when hear the name of their group;
c) in order to consolidate the new vocabulary and challenge the children, we can ask the children to create their new verses in groups, then we can ask different groups to sing their new songs to the whole class.
48. present the chant:
a) ask the children to count how many socks there are in the picture;
There are seven socks in the picture.
b) ask the children to say the colors of the socks;
red, yellow, blue, purple, green;
c) ask the children to tell where the socks are in Chinese, and try to learn their English:
under the chair, on the bed, on the TV, on the table, on the floor;
d) listen to the chant and try to chant with the tape;
e) try to learn the new word: everywhere;
f) try to change the chant:
e.g. socks purple, socks red,
socks green on the TV.
Socks, socks, everywhere,
On the TV, under the chair.
Socks here, socks there,
Socks, socks, everywhere.
7) try to change the chant using other clothes in stead of socks after the children got skillful.
VII. Layout:
Unit 3 It’s a nice T-shirt
Let’s Chant:
socks purple, socks red,  Socks, socks, everywhere,    Socks here, socks there,
socks yellow on the bed.  On the table, under the chair.  Socks, socks, everywhere.


I. Teaching materials:
Let’s Play
II. Objectives:
30. remember and say the words of clothing more clearly and fluently;
31. identify the children through the description of their dressing;
32. describe a person’s dressing;
33. enjoy playing the guessing game.
III. Type of Lesson:
  Revision
IV. Focal Points and Difficult Points:
1. try to master with the following new words:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes, jacket, purple, yellow, blue, he, she;
2. try to be known the following sentence structure:
Who’s he?
Who’s she?
He’s wearing…
She’s wearing…
V. Teaching Preparation:
24. pictures or cut-outs of:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
2. tape, tape recorder, CD-ROM;
VI. Teaching Procedures:
49. review the alphabet of A to L:
Aa for apple          Bb for book
Cc for cat             Dd for dog
Ee for egg             Ff for fish
Gg for good          Hh for hamburger
Ii for ice-cream       Jj for juice
Kk for kite          Ll for lion
50. review the word in Let’s Learn:
shoes, a T-shirt, a skirt, a dress, a shirt, a sweater, jeans, shorts, socks;
51. review the song “My Clothes”:
52. review the chant:
53. play a guessing game:
a) go through all the pictures, talking about the children’s dressing together with the pupils before playing the guessing game;
b) set up an interesting situation, telling the children that some pupils are lost, and that you are going to find them together;
c) play the game between the teacher and the children;
d) play the game in groups.

VII. Layout:
Unit 3 It’s a nice T-shirt
Let’s Play:
She’s wearing a yellow dress and blue shoes.
Who’s she?
Yellow dress, blue shoes. C1
That’s right. Your turn.


I. Teaching materials:
Let’s Talk
II. Objectives:
34. tell what happens in the dialogue (in Chinese);
35. tell what color the girl likes;
36. tell what the girl bought in the end;
37. act out the dialogue;
38. make up new dialogue (for fast learners only).
III. Type of Lesson:
  New Lesson
IV. Focal Points and Difficult Points:
1. try to master with the following new words:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes, jacket, purple, yellow, blue;
2. try to be known the following sentence structure:
         Do you like…?
         I like…
         I don’t like…
         I want…
3. try to pick up the chunks:
         It’s nice.
V. Teaching Preparation:
25. pictures or cut-outs of:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
26. tape, tape recorder, CD-ROM;
27. head mask of the little girl and her mum.
VI. Teaching Procedures:
54. review the alphabet of A to L:
55. review the word in Let’s Learn:
shoes, a T-shirt, a skirt, a dress, a shirt, a sweater, jeans, shorts, socks;
56. review the song “My Clothes”:
57. present the dialogue:
a) focus the children on the pictures and ask them to think about what the mother and the little girl are saying in the pictures;
b) get the children to listen to the dialogue;
c) try to repeat the dialogue;
d) ask the children to practice the dialogue in pairs;
e) act out the dialogue with a fast learner;
f) ask the children to act out the dialogue in pairs;
g) encourage the fast learners to make up their own drama based on the original one.
VII. Layout:
Unit 3 It’s a nice T-shirt
Let’s Talk:
Do you like the blue dress, lily?
No, I don’t. I don’t like blue! I like pink.
Mum, I want this pink dress.
It’s nice. I like it too.

I. Teaching materials:
Story Time
II. Objectives:
39. tell what happens in the story (in Chinese);
40. act out the story;
41. enjoy the story.
III. Type of Lesson:
  New Lesson
IV. Focal Points and Difficult Points:
1. master with the following new words:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes, jacket, purple, yellow, blue;
  2. try to learn the new phrase:
put in, go round, go red.
3. try to pick up the chunks:
         I can help.
V. Teaching Preparation:
28. pictures or cut-outs of:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
29. tape, tape recorder, CD-ROM;
30. pictures of the story.
VI. Teaching Procedures:
58. review the alphabet of A to L:
59. review the word in Let’s Learn:
shoes, a T-shirt, a skirt, a dress, a shirt, a sweater, jeans, shorts, socks;
60. review the song “My Clothes”:
61. review the chant:
62. present the story:
a) get the children to tell what housework they do at home;
b) show the children the pictures of the story and tell the story;
c) try to repeat the story;
d) try to act out the story.
VII. Layout:
Unit 3 It’s a nice T-shirt
Story Time:
I can help.
I put in my jeans.
The sweater, the skirt, the dress, the jeans, the socks and the Ted
all go round and round.
And they all go red.

I. Teaching materials:
Project Bobby’s Trunk
II. Objectives:
1. design different clothes and dress up Andy and Amy;
2. describe what Amy and Andy are wearing;
3. enjoy the activity;
4. remember what they know and what they can say in English in this unit;
5. reflect on how they did in this unit;
6. find out on which part they need to work harder.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. master with the following new words:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes, jacket, purple, yellow, blue;
  2. master the sentence structure:
He’s wearing…
She’s wearing…
V. Teaching Preparation:
31. pictures or cut-outs of:
T-shirt, shirt, dress, skirt, sweater, jeans, shorts, socks, shoes.
32. tape, tape recorder, CD-ROM;
33. crayons, scissors, glue.
VI. Teaching Procedures:
63. review the alphabet of A to L:
64. review the word in Let’s Learn:
shoes, a T-shirt, a skirt, a dress, a shirt, a sweater, jeans, shorts, socks;
65. review the song “My Clothes”:
66. review the chant:
67. do the project:
a) color and cut;
b) stick;
c) show and tell.
6. review the whole unit.
VII. Layout:
Unit 3 It’s a nice T-shirt
Project Bobby’s Trunk:

(picture of the shoes)       (picture of a T-shirt)    (picture of a skirt)
   shoes                   a T-shirt                a skirt

(picture of a dress)          (picture of a shirt)       (picture of a sweater)
   a dress                   a shirt                a sweater

(picture of jeans)          (picture of shorts)       (picture of socks)
   jeans                   shorts                   socks

Unit 4 What Time is it?
I. Teaching materials:
Let’s Learn
II. Objectives:
7. mine to routine activities or identify corresponding pictures;
8. participate in the TPR activities in class;
9. confidently relate English to their life.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be known with the following words:
watch TV, breakfast, lunch, dinner, do my homework, play the piano;
2. try to know the following new words:
get up, have, go to school, go home, go to bed;
3. try to master the following new sentence structure:
I get up at 6:00.
V. Teaching Preparation:
34. tape, tape recorder, CD-ROM;
35. a clock;
36. picture of Bobby.
VI. Teaching Procedures:
68. review the alphabet of A to L:
69. present the alphabet of M to P:
70. talk with the children about what they usually do in a day in Chinese;
71. show the children what I usually do in a day with action in Chinese;
72. repeat my action and say them in English in order to give the children more input of the target language:
get up, have breakfast, go to school, have lunch, go home, do my homework, watch TV, have dinner, play the piano;
73. review a song “Ten Little India Boys” in order to review the number:
one, two, three, four, five, six, seven, eight, nine, ten;
74. present the routine of Bobby:
I get up at 6:00.             I have breakfast at 7:00.
I go to school at 8:00.          I have lunch at 1:00.
I go home at 4:00.             I do my homework at 5:00.
I watch TV at 6:00.          I have dinner at 7:00.
I play the piano at 8:00.       I go to bed at 9:00.
75. number all the pictures on the blackboard and play a Listen and Say game with the children:
e.g. If I say “I get up at 6:00”, then all the children have to shout “One” loudly and quickly.
76. play a Listen and Act game with the children:
e.g. If I say “I play the piano .” then the children will act like playing the piano, let the children gradually take over to say the sentences and do the action;
10. act out the text like Bobby.
VII. Layout:
Unit 4 What Time Is It?

I get up at 6:00.          I do my homework at 5:00.
I have breakfast at 7:00. I watch TV at 6:00.
I go to school at 8:00.    I have dinner at 7:00.
I have lunch at 1:00.       I play the piano at 8:00.
I go home at 4:00.       I go to bed at 9:00.



I. Teaching materials:
Let’s Sing
II. Objectives:
10. sing the song in chorus;
11. accompany the lyrics with corresponding actions;
12. enjoy the song;
13. create new versions for the same tune (fast learners only).
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. be known with the following words:
go to school, have breakfast, have lunch, have dinner, do my homework;
2. try to know the following new words:
take a nap;
V. Teaching Preparation:
37. tape, tape recorder, CD-ROM;
38. a clock;
39. picture of Bobby.
VI. Teaching Procedures:
77. review the alphabet of A to P:
78. review the routine of Bobby:
I get up at 6:00.             I have breakfast at 7:00.
I go to school at 8:00.          I have lunch at 1:00.
I go home at 4:00.             I do my homework at 5:00.
I watch TV at 6:00.          I have dinner at 7:00.
I play the piano at 8:00.       I go to bed at 9:00.
79. present the song “This is the way”:
a) we have learned the routine of Bobby, let’s learn the routine of Mike, a school boy;
b) play the song twice;
c) review the phrases:
go to school, have breakfast; have lunch; have dinner;
d) present the new phrase:
take a nap;
e) try to sing along with the tape recorder;
f) ask the children to do the corresponding actions when listening to or singing the song;
g) in order to consolidate the new vocabulary and challenge the children , do a model first, and then ask the children to create their new song in groups;
h) act out the song in groups.
VII. Layout:
Unit 4 What Time Is It?
Let’s Sing:
This is the way

I. Teaching materials:
Let’s Chant
II. Objectives:
14. say the chant in chorus;
15. accompany the chant with corresponding actions.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be known with the following words:
get up, school;
2. try to know the following new words:
wake up, hurry up, late;
16. try to pick up the chunks:
late for school, Hurry up!
V. Teaching Preparation:
40. tape, tape recorder, CD-ROM;
41. a clock;
42. picture of Bobby.
VI. Teaching Procedures:
80. review the alphabet of A to P:
81. review the routine of Bobby:
I get up at 6:00.             I have breakfast at 7:00.
I go to school at 8:00.          I have lunch at 1:00.
I go home at 4:00.             I do my homework at 5:00.
I watch TV at 6:00.          I have dinner at 7:00.
I play the piano at 8:00.       I go to bed at 9:00.
82. review the song “This is the way”:
83. present the chant:
a) explain to the children “wake up, hurry up, late”, then do the TPR activity to practice “wake up, get up, hurry up, late for school”, and help them to understand and get familiar with these expressions;
b) play the tape recorder or the CD-ROM and ask the children to listen to and say after it;
c) when the children are familiar with the chant, speed up to make it more interesting and more challenge;
d) chant in groups and in the whole class.
VII. Layout:
Unit 4 What Time Is It?
Let’s Chant:
David, David, wake up.
                        You are late foe school.
David, David, get up.
                        You are late for school.
David, David, hurry up.
                        You are late for school.

I. Teaching materials:
Let’s Play
II. Objectives:
17. read clocks and tell the times;
18. ask about the time;
19. enjoy playing the game.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be known with the numbers:
one, two, three, four, five, six, seven, eight, nine, ten;
2. try to know the following new words:
eleven, twelve, thirty;
20. try to pick up the sentence structure:
What time is it?
It’s …
V. Teaching Preparation:
43. tape, tape recorder, CD-ROM;
44. a clock;
45. picture of Bobby.
VI. Teaching Procedures:
84. review the alphabet of A to P:
85. review the routine of Bobby:
86. review the song “This is the way”:
This is the way I go to school,
Go to school, go to school.
This is the way I go to school
After I have breakfast.

87. review the chant:
David, David, wake up.
                     You are late foe school.
David, David, get up.
                     You are late for school.
David, David, hurry up.
                     You are late for school.
88. sing the song “Ten Little India Boys” in order to help them review numbers one to nine;
89. ask the children how many hours there are in a day and then introduce them a clock;
90. adjust the clock to different time, and then tell the time;
91. after the children get familiar with reading and saying the time, play a game with them: What time is it?
92. ask the children to ask and answer in pairs.
VII. Layout:
Unit 4 What Time Is It?
Let’s Play:
What time is it?       It’s 11:00.
What time is it?       It’s 12:00.
What time is it?       It’s 2:30.
What time is it?       It’s 3:00.

I. Teaching materials:
Project
II. Objectives:
21. make their own timetables;
22. tell about their timetables;
23. have fun and be proud of the timetable they made.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. be known with the numbers:
get up, go to school, have lunch, go home, watch TV, have dinner, do my homework, go to bed.
2. pick up the sentence structure:
I go home at 4:30.
V. Teaching Preparation:
46. tape, tape recorder, CD-ROM;
47. a clock;
48. picture of Bobby.
VI. Teaching Procedures:
93. review the alphabet of A to P:
94. review the routine of Bobby:
95. review the song “This is the way”:
96. review the chant:
David, David, wake up.
                     You are late foe school.
David, David, get up.
                     You are late for school.
David, David, hurry up.
                     You are late for school.
97. do the project:
a) ask the children to think of at lease eight things they usually do in a day, and draw the pictures, then color the pictures and write down the time at the corner of each pictures;
b) ask the children to talk about their timetable in groups;
c) tell your timetable to the whole class;
d) ask the children to show their design to their parents, and put the timetable on the wall of their bedroom to remind themselves to keep good hours.
VII. Layout:

不想再卡 · 发表于 2011-10-12 11:28:31

Unit 4 What Time Is It?
Project:
I get up at 6:30.
I go to school at 7:30.
I have lunch at 12:00.
I go home at 4:30.
I watch TV at 6:00.
I have dinner at 7:00.
I do my homework at 8:00.
I go to bed at 9:30.

I. Teaching materials:
Let’s Talk
II. Objectives:
24. imagine and visualize the situations in the dialogue;
25. act out the dialogue;
26. cultivate the habit of begin punctual.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
3. be known with the numbers:
get up, go to school, have lunch, go home, watch TV, have dinner, do my homework, go to bed.
4. be known with the sentence pattern:
What time is it?
It’s …
5. pick up the following sentence:
It’s time to / for …
V. Teaching Preparation:
49. tape, tape recorder, CD-ROM;
50. a clock;
51. head mask of Ben and Ben’s Mum.
VI. Teaching Procedures:
98. review the alphabet of A to P:
99. review the routine of Bobby:
100. review the song “This is the way”:
101. review the chant:
David, David, wake up.
                     You are late foe school.
David, David, get up.
                     You are late for school.
David, David, hurry up.
                     You are late for school.
102. let’s talk:
a) before listening to the tape or watch the VCD of the dialogues, focus the children on the pictures and ask them to read the clock at the corner of the pictures;
b) the children can discuss and guess what the people in each pictures are saying;
c) get the children to listen and repeat the dialogues after the tape;
d) ask the children to practice the dialogues in pairs;
e) ask the children to act out the dialogues;
f) discuss with the children about Ben.
VII. Layout:
Unit 4 What Time Is It?
Let’s Talk:
Wake up, Ben.                      What time is it, Mum?
What time is it, Mum?                It’s 7:30.
It’s 7:00.                         Oh, it’s time for school.
Oh, it’s time to get up.

What time is it, Steve?                What time is it, Mum?
It’s 6:00.                         It’s 10:00.
It’s time for dinner. Bye-bye.          OK, it’s time for bed.

I. Teaching materials:
Story Time Bobby’s Trunk
II. Objectives:
27. tell what happens in the story in Chinese;
28. join the teacher to tell parts of the story;
29. enjoy the story;
30. remember and say what they know and what they can say in English in this unit;
31. reflect on and decide how they need to work harder.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
6. be known with the numbers:
get up, go to school, have lunch, go home, watch TV, have dinner, do my homework, go to bed.
7. be known with the sentence pattern:
What time is it?
It’s …
It’s time to / for …
8. pick up the following chunks:
Silly me!
Upside down.
V. Teaching Preparation:
52. tape, tape recorder, CD-ROM;
53. a clock;
54. head mask of Bobby and Bobby’s Mum.
VI. Teaching Procedures:
103. review the alphabet of A to P:
104. review the routine of Bobby:
105. review the song “This is the way”:
106. review the chant;
107. Story Time:
a) before telling the story, ask who has the experience of being late for school and then ask the children to guess who will be late for school today, to activate their interest and curiosity;
b) stop when Bobby finds out “It’s dark outside.” And then ask the children to guess why, after that, tell them the surprising ending;
c) bring into the class a clock, adjust the time at 4:30 and show it upside down to the children;
d) since the story is a little bit long, it’s difficult for the children to act it out, ask the children it mime the story in small groups while playing the tape recording of the story, this will motivate the children and help them to get more familiar with the story and the target language.
108. finish the exercises in the activity book;
109. ask the children to assess their work in this unit and find out why.
VII. Layout:
Unit 4 What Time Is It?
Story Time Bobby’s trunk:
                  What time is it?
It’s …
It’s time to / for …
Silly me!
Upside down.

Unit 5 I’m Skating
I. Teaching materials:
Let’s Learn
II. Objectives:
32. produce the new words correctly in isolation;
33. mime the correct actions according to what they hear;
34. notice the “ing” endings and say them correctly in imitations;
35. tell what the children in the pictures are saying.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be known with the following words:
fly a kite, skate, skip rope, ride a bike, swim;
2. try to learn the following new words:
drink, coke;
3. try to master the following sentence structure:
I’m doing…
V. Teaching Preparation:
55. tape, tape recorder, CD-ROM;
56. a bottle of Coke;
VI. Teaching Procedures:
110. review the alphabet of A to P:
111. present the alphabet Q to T:
112. play the game of Simon Says as a warming up to revise the known vocabulary:
fly a kite, skate, skip rope, ride a bike, swim;
113. present the new words by playing a guessing game:
a) the teacher do the actions and then asks the children to guess by saying:
fly a kite, skate, skip rope, ride a bike, swim;
b) the teacher confirms by saying :
That’s right. I’m flying a kite.
         I’m skating.
         I’m skipping rope.
         I’m riding a bike.
         I’m swimming.
         I’m drinking coke.
114. show the children the picture of the text, name the characters of A(Apple), B(Book), C(Cat), D(Dog), E(Egg) and F(Fish); elicit from the children the situations of the target language:
Who can you see in the picture?
Where are they?
What are they doing?
Have you ever done these activities in a park?
115. play the CD-ROM or the tape, for the second playing, ask the children to mime the actions according to what you say and put the corresponding pictures and sentences on the blackboard:
      I’m flying a kite.    I’m skating.
      I’m skipping rope. I’m riding a bike.
      I’m swimming.    I’m drinking coke.
116. involve the children to say the sentences with actions;
117. play a game :
a) the teacher say the name of the characters such as: A;
b) the children will say the action and do the action of the characters such as:
I’m flying a kite.
c) raise the children’s awareness of the initial sounds or final sounds of the key words by underlying them:
e.g. I’m drinking coke.
VII. Layout:
Unit 5 I’m skating
Let’s Learn:
A: I’m flying a kite.    B: I’m skating.
   C: I’m skipping rope. D: I’m riding a bike.
   E: I’m swimming.    F: I’m drinking coke.

I. Teaching materials:
Project
II. Objectives:
36. draw their activities in pictures;
37. describe their pictures in English;
38. follow the instructions in classroom activities;
39. make a complex conversation about the pictures they drew (for fast learners only).
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
4. be known with the following words:
fly a kite, skate, skip rope, ride a bike, swim, drink, coke;
5. be known with the following sentence structure:
I’m doing…
V. Teaching Preparation:
57. tape, tape recorder, CD-ROM;
58. papers for drawing.
VI. Teaching Procedures:
118. review the alphabet of A to T:
119. play the recording ans ask the children to listen ti it as preparation;
120. ask the children to laak at their books and read the text in Let’s Learn after the tape;
121. ask the children to role-play Let’s learn with action;
122. group-work drawing:
a) assign a drawing task in which each child is suggested to describe his / her activity with pictures;
b) show them the model work as in Project;
c) the task can be finish in groups;
d) suggest them to create a topic for their drawing:
e.g. Our Summer Trip
e) when they finish, ask them to describe it in group;
f) get the children to show their pictures to the other groups and describe it in English;
g) play the “right and wrong” game:
i. ask a group to come to the front and describe the people their pictures one by one;
ii. if the description and the picture match, the whole class repeat the sentence again;
iii. if not, the other children should keep silent;
h) exhibit the children’s pictures in the classroom or collect them into their portfolios.
6. ask the children to show their pictures to their parents and talk to their parents.
VII. Layout:
Unit 5 I’m skating
Project:
A: I’m flying a kite.    B: I’m skating.
   C: I’m skipping rope. D: I’m riding a bike.
   E: I’m swimming.    F: I’m drinking coke.

I. Teaching materials:
Let’s Sing
II. Objectives:
40. do the corresponding actions while singing;
41. sing the song in chorus;
42. enjoy the song.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be known with the following words:
fly a kite, skate, skip rope, ride a bike, swim, drink, coke;
2. be known with the new word: sing
3. be known with the following sentence structure:
I’m doing…
43. be known with the following new sentence structure:
What are you doing?
V. Teaching Preparation:
59. tape, tape recorder, CD-ROM;
60. cards of the verbs.
VI. Teaching Procedures:
123. review the alphabet of A to T:
124. ask the children to look at the book and read Let’s Learn after the tape;
125. play the game “Pass the words around”:
a) play the tape of the song and simultaneously pass one of the words around the class;
b) stop the tape randomly, the child who is holding the word in his / her hand should stand up and do the corresponding action;
c) then the whole class ask him / her “What are you doing?”;
d) the child answers, for example, “I’m eating.”;
e) then continue to play the song and pass another word.
126. ask the children whether they enjoy the game or not, then tell them that they will learn the song in the game;
127. play the tape and ask the children to hum the tune after the tape, do it twice if necessary;
128. then teach them to read the words of the song with actions, learn the new word naturally;
129. sing the song after the tape with actions, do this twice if necessary;
130. deliver the word cards to some of the children or groups, sing again, when it comes to the relevant action, the child or group with the word cards should stand up;
131. as there are questions and answers in the song, it’s advisable to divide the class into question groups and answer groups, swap roles so that everyone can sing the whole song.
VII. Layout:
Unit 5 I’m skating
Let’s sing:
I’m having a happy time
What are you doing?
What are you doing?
What are you doing, dear Jane?
I’m dancing. I’m singing.
(I’m eating. I’m drinking.)
(I’m swimming. I’m skating.)
I’m having a happy time.

I. Teaching materials:
Let’s Chant
II. Objectives:
44. say the chant rhythmically in chorus;
45. identify key words in the chant, e.g. He’s running in the sun.
46. be aware of the rhyming sounds in the chant (run and sun);
47. use he / she to distinguish masculine and feminine.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. be known with the following words:
have fun, dog, run, skate;
2. try to learn the following new words:
chase, sun;
3. try to learn the following new sentence structures:
What’s he / she doing?
He’s / She’s…
V. Teaching Preparation:
61. tape, tape recorder, CD-ROM;
62. cards of the verbs.
VI. Teaching Procedures:
132. review the alphabet of A to T:
133. sing the song: I’m having a happy time.
I’m having a happy time
What are you doing?
What are you doing?
What are you doing, dear Jane?
I’m dancing. I’m singing.
(I’m eating. I’m drinking.)
(I’m swimming. I’m skating.)
I’m having a happy time.
134. play the game “Whisper Race” to review the words:
fly a kite, skate, skip rope, ride a bike, swim, drink coke, dance, sing, eat.
135. play a memory game to review the sentence structure:
a) ask some children to the front, each child have a word:
b) the other ask them “What are you doing?”, and they answer, the other children must remember what they are saying;
c) then ask one of them to raise his / her hand, the whole class will say
“I’m doing…”
136. ask the children to look at the first picture , elicit from the children what they can see and what is going on in the picture, present and practice the new words and phrase:
He’s running in the sun.
He’s chasing a dog.
He’s having fun.
137. show them the second picture, allow only five seconds for the children to remember the differences between the two pictures, then ask them to tell the differences, make sure that they can identify “he” and “she”;
138. teach the sentences of the chant and ask the children to repeat with actions;
139. read the chant in chorus then in groups or individually;
140. ask some able children to perform chanting the rhyme.
VII. Layout:
Unit 5 I’m skating
Let’s Chant:
What’s Andy doing?
He’s running in the sun.
He’s chasing a dog.
He’s having fun.

What’s Amy doing?
She’s skating in the sun.
She’s chasing a dog.
She’s having fun.

Unit 6 Mum’s Washing Up
I. Teaching materials:
Let’s Sing
II. Objectives:
48. sing the song;
49. create their own verses for the song only for fast learners;
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
4. be known with the new words:
sleep
5. try to learn the following new sentence structures:
Are you doing…?
V. Teaching Preparation:
tape, tape recorder, CD-ROM;
VI. Teaching Procedures:
141. review the alphabet of A to T:
142. present the alphabet of U to Z:
143. let’s sing:
a) talk with them the topic of the song:
e.g. Do you wake up by yourself?
Does your father or mother wake you up?
Do you need an alarm clock?
Have you ever heard a morning bell?
Where can you see a morning bell?
b) describe the situations of the song:
Brother John is sleeping in his bedroom. It’s already ten o’clock in the morning but he is still sleeping. Listen, the morning bells from the nearby Churches are ringing, ding, ding, dong, ding, ding, dong.
c) play the tape or the CD-ROM and ask the children to hum the tune;
d) teach the scripts of the song one by one and ask the children to read after the teacher, check pronunciation carefully;
e) sing the song in chorus, clap to keep the pace and rhyme, when the children are ready, sing in groups or individually;
f) ask some volunteers to perform the song in front of the class.
VII. Layout:
Unit 6 Mum’s Washing Up
Let’s Sing:
Are you sleeping, are you sleeping,
Brother John, Brother John?
Morning bells are ringing.
Morning bells are ringing:
Ding, ding, dong. Ding, sing, dong.

I. Teaching materials:
Let’s Learn
II. Objectives:
50. pronounce correctly the new words in isolation;
51. pronounce correctly the new words in the statements on the text book by linking words together and using appropriate stresses;
52. describe the pictures on the text book and relevant pictures.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be known with the following words:
play the piano, watch TV, drink, milk;
2. try to learn the following new words:
floor, mop the floor, wash up, read, newspaper;
3. try to learn the sentence structure:
… is doing…
V. Teaching Preparation:
1. tape, tape recorder, CD-ROM;
2. pictures of the words;
3. cards of the words.
VI. Teaching Procedures:
144. review the alphabet of A to T:
145. sing the song: Are you sleeping?
146. let’s learn:
a) describe the situations for let’s learn:
It’s Sunday morning. Bobby’s family are all at home.
b) present the language:
What are they doing? Look, Bobby is playing the piano.
Who can play the piano in our class?
Go on until all the language is presented, check the children’s understanding by asking them to do the corresponding actions;
c) stick the pictures on the board, get a child to come to the front and to point to the picture the teacher say, do this several times with four or five different children;
d) write a number alongside each of the pictures;
e) say a number and ask the children to read out the word, check pronunciation carefully;
f) stick up the word cards in jumbled sequence on the other side of the board, saying them as the teacher do so;
g) read one of the word cards, search for the matching picture and move the word card over to stick it alongside;
h) play the tape or the CD-Rom and ask the children to read after it, do this in chorus and then in groups;
VII. Layout:
Unit 6 Mum’s Washing Up
Let’s Learn:
Dad is mopping the floor.
Mum is washing up.
Bobby is playing the piano.
Grandpa is reading a newspaper.
Grandma is watching TV.
Pussy is drinking milk.

I. Teaching materials:
Let’s Chant
II. Objectives:
53. be aware of the repetitive patterns;
54. follow the rhythm of the chant;
55. match the questions and the answers;
56. chant with relevant actions;
57. use appropriate intonations in questions and statements.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
4. be known with the following words:
wash up, drink, tea, play the piano;
5. be known with the sentence structure:
… is doing…
V. Teaching Preparation:
4. tape, tape recorder, CD-ROM;
5. pictures of the words;
6. cards of the words.
VI. Teaching Procedures:
147. review the alphabet of A to T:
148. sing the song: Are you sleeping?
149. review the sentences in let’s learn;
150. let’s chant:
a) get the children to answer the following questions according to the contents of let’s learn:
(1) Who is mopping the floor?    Dad is mopping the floor.
(2) Who is washing up?          Mum is washing up.
(3) Who is playing the piano?    Bobby is playing the piano.
b) tell the children to listen to a new chant and try to remember who is doing what;
c) elicit from the children the information of the chant to check understanding;
d) play the tape and get the children to beat the rhythm of the chant;
e) get the children to read the chant after the teacher, do plenty of straightforward repetition both in chorus and individually, check pronunciation carefully;
f) stick the slips of questions on the board, jumble the slips of the answers alongside;
g) get the children to match the questions and answers, and then read the pairs out loud, award them points if they do it correctly;
h) ask some volunteers to perform for the class.
VII. Layout:
Unit 6 Mum’s Washing Up
Let’s Chant:
Who’s washing up?             Grandma’s washing.
Who’s drinking tea?             Grandpa’s drinking tea.
Who’s playing the piano?       I’m playing the piano.
Who’s watching me?             Dad is watching me.

I. Teaching materials:
Let’s Play
II. Objectives:
58. read chants and identify pictures;
59. distinguish he / she for masculine and feminine respectively;
60. recognize the words with the initial sounds or letters.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
6. be known with the following words:
mop the floor, read a book, watch TV, eat a sausage, draw, play the piano, dance, wash up, living room, toilet, kitchen;
7. try to learn the following new words:
room, do a puzzle, set the table;
8. be known with the sentence structure:
Where’s …?
What’s he / she doing?
He’s / She’s doing…
V. Teaching Preparation:
7. tape, tape recorder, CD-ROM;
8. pictures of the words;
9. cards of the words;
10. name slips of David and Janet;
11. pictures of a room and a kitchen.
VI. Teaching Procedures:
151. review the alphabet of A to T:
152. sing the song: Are you sleeping?
153. review the sentences in let’s learn;
154. review the chant:
Who’s washing up?             Grandma’s washing.
Who’s drinking tea?             Grandpa’s drinking tea.
Who’s playing the piano?       I’m playing the piano.
Who’s watching me?             Dad is watching me.
155. let’s play:
1) stick the picture of a house with different rooms on the board, talk with the children about the rooms in the house:
a living-room, the kitchen, the bathroom, bedroom, the toilet;
2) brainstorm with the children on what they aften do in the rooms, e.g. What do you do in your bedroom / kitchen? I do a puzzle in my room. I see the table in the kitchen. Introduce the children to the key words during brainstorming, point to the pictures when you are introducing the new key words;
3) get the children to look at let’s play, introduce to the children how to find out the requires information from the chant, clarify the categories of the searching the pictures by looking from the top to bottom, then limit the area of searching by identifying hr or she;
4) get the children to look at the first example and read the dialogue, find out the key words indicating the location;
5) play the guessing game in groups;
VII. Layout:
Unit 6 Mum’s Washing Up
Let’s Play:
Where’s David?                Where’s Janet?
In his room.                   In the kitchen.
What’s he doing?                What’s she doing?
He’s doing a puzzle.             She’s setting the table.
It’s B2.                         it’s C4.
That’s right. Your turn.          That’s right. Your turn.

I. Teaching materials:
Let’s Talk
II. Objectives:
61. understand the plot of the dialogue;
62. make use of the opportunities to learn English in the classroom, such as trying to talk to the teacher and classmates in English;
63. ask others for help with the meaning and pronunciation of the words and sentences;
64. role-play the dialogue with appropriate intonations, gestures and facial expressions.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
9. be known with the following words:
set the table, cook, play games, do my homework, kitchen, room;
10. try to learn the following new words:
computer;
11. be known with the sentence structure:
What are you doing?
I’m doing…
What’s he / she doing?
He’s / She’s doing…
V. Teaching Preparation:
12. tape, tape recorder, CD-ROM;
13. head ornaments of the family members.
VI. Teaching Procedures:
156. review the alphabet of A to T:
157. sing the song: Are you sleeping?
158. review the sentences in let’s learn;
159. review the chant;
160. let’s talk:
a) set up the situation for the dialogue:
This is Xiaolin’s family. There are four people in Xiaolin’s family. They are Xiaolin’s Daddy, Mum, Xiaolin and Jiamin. It is six o’clock in the afternoon. Xiaolin’s Daddy got off work and he has arrived at home. Listen, he is opening the door. What does he see?
b) the teacher puts on Xiaolin’s head ornament and does the action of setting the table, get the children to guess what shi is doing, then introduce the short dialogue between Daddy and Xiaolin, continue to introduce the other three dialogue in the same way, introduce the new word computer;
c) play the tape, get the children to listen to it, then read the dialogue after it, do this several times in chorus and then in pairs, check pronunciation carefully;
d) split the class into four teams to represent the four members respectively, role-play the dialogue;
e) set up the background for acting, and ask some children to act out the dialogue.
VII. Layout:
Unit 6 Mum’s Washing Up
Let’s Talk:
Hello, Xiaolin. What are you doing?
Hello, Daddy. I’m setting the table.
Where’s mum?
In the kitchen. She’s cooking.
Where’s Jiamin?
In his room.
What’s he doing?
He’s playing computer games.
No, I’m doing my homework.

I. Teaching materials:
Project
II. Objectives:
65. express their meaning with pictures;
66. share ideas with their classmates;
67. use sample language to describe their own pictures;
68. use the language creatively.
III. Type of Lesson:
New Lesson
IV. Focal Points and Difficult Points:
1. be known with all the family activity verbs taught so far, numbers 1 to 12;
2. be known with the following sentence structure:
It’s …o’clock.
… is doing…
I’m doing…
V. Teaching Preparation:
14. tape, tape recorder, CD-ROM;
15. pencils, crayons;
16. the sample picture of the project.
VI. Teaching Procedures:
161. review the alphabet of A to T:
162. sing the song: Are you sleeping?
163. review the sentences in let’s learn;
164. review the chant;
165. play a game of Simon Says:
mop the floor, set the table, do a puzzle, read a newspaper, wash up, play computer games;
To challenge the children’s quiock response, the children should do any other actions except the Cooking action when the teacher says Cooking;
166. stick the sample picture and prompt the children to describe it, e.g. talking about the time and what they are doing;
167. set up a topic for the children’s drawing, draw a picture about what your family people are doing at ten o’clock on Sunday morning, to make the task more easier to finish, ask the children to give examples about the topic, suggest them to connect with their life experience:
It’s ten o’clock. My mum is mopping the floor. My dad and I are playing football.
168. the teacher walks around and gives more language input during their drawing, describe their drawing in groups, then ask some volunteers to try in front of the class;
169. after drawing, get the children to dramatize the situations with their body language with your teammates:
One child from each team is chosen to be the narrator, the others be the family members, each family should also has a family name, and then act it out.
VII. Layout:
Unit 6 Mum’s Washing Up
Project:
It’s 7:00.
Mum is cooking.
Dad is setting the table.
I’m watching TV.

I. Teaching materials:
Story Time Bobby’s Trunk
II. Objectives:
69. enjoy the storytelling;
70. understand the plot of the story;
71. identify key words in an utterance by recognizing the stress;
72. recognize differences in the use of intonation 8in questions and statements;
73. exact meaning or ideas from the pictures, the realties intonations, facial expressions and gestures;
74. number the pictures according to the teacher’s description;
75. remember and tell what they can say in English from this unit;
76. reflect on what they’ve learnt and how they did in this unit.
III. Type of Lesson:
Revision
IV. Focal Points and Difficult Points:
1. be known with the following words:
mop the floor, set the table, do a puzzle, read a newspaper, wash up, room, computer;
2. try to learn the following new words:
pick, peel, chop;
3. be known with the following sentence structure:
I’m doing…
What’s he / she doing?
He’s / She’s doing…
4. try to pick up the following chunks:
Can you help me?
Never mind.
Thank you.
I’m story.
V. Teaching Preparation:
17. tape, tape recorder, CD-ROM;
18. head ornaments of the animals;
19. pictures of the story.
VI. Teaching Procedures:
170. review the alphabet of A to T:
171. sing the song: Are you sleeping?
172. review the sentences in let’s learn;
173. review the chant;
174. story time:
a) set up an atmosphere for storytelling:
get the children to sit comfortably or move their chairs close to the teacher;
b) ask the children some questions about the topic of the story:
Have you ever tested an apple pie?
What did it taste like?
What colour was it?
Where did you eat it?
What kinds of ingredients?
c) tell the children that the story is about how to make an apple pie, introduce the characters in the story, pointing to the ornaments of a rabbits, a monkey, a bear, an elephant and a kangaroo;
d) draw a big apple tree on the board, then begin to tell the story with actions and props:
(1) put on the head ornament of a rabbit, do the action of picking apples, change the ornament accordingly when the teacher come to another animal;
(2) put the apples in the water and wash them, continue to tell the story with props and actions;
e) when the teacher finishes the first telling, discuss with the children what lesson they can learn from it;
f) start the second telling, invite the children to join in with actions
g) tell the story again and ask the children to tell the story with the teacher, and then try to act out the story.
6. Bobby’s trunk.
VII. Layout:

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[英语] 小学二年级上学期英语教案(全英)

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