牛津英語2B教案

小學英語教案

Unit1FarmAnimals

Period1Lefslearn

Feb.26th

Contents:1.Word:hen,chick,duck,cow,pig

2.Letter:Nnnose,Ooorange

Aim:l.Usingnounstoidentifycommonfarmanimals,e.g.hen,chick

l.Learntheabovenamesandsoundsoftheletters4Nn,Oo'.

3.Knowningaboutthefarmanimalsandsaysomethingabouttheanimalsyoulike.

Mainpoints:Usingnounstoidentifycommonfarmanimals.

Difficulties:Pronouncewordsproperly.

Aids:l.T:picturecards,wordscards,tape,Student'sBookandWordbook.

P:picturecards(studentspreparedbeforehand)

Procedures:

I.Pre-taskpreparation

l.Letthestudentslistentothenoiseofthefarmanimals.

Sayoutwhattheycanhear.

T:Listen!Whatcanyouhear?

SI:Icanhearaduck.

S2:1canheara

2:Putthepicturecardsontheboardaccordingtotheiranswers.

II.While-taskprocedure

1.Pointtotheanimalsandlearntosaytheirnames.

2.Holdupeachpicturecardforfarmanimalsandaskindividualstudentstheirnames.

3.Repeatthe2ndprocedurewithotherstudentsbutthistimeshowthewordcardsaswell.

Readthewordsforstudentstofollow.

4.Listentothetapeof'Let'slearn'.Makethepicturecardsinorder.

(OnestudentdoessowithT'§cardsontheboard.Theothersdosowiththeirowncards.)

5.Listentotheteacheranddoquickresponse.

e.g.T:Showmeahen./Pickoutahen./Raiseahen.

S:(Raisethepicturecard.)hen,hen,hen.

6.Repeatthesomethingprocedureinthegroupoffour.

e.g.si:Pickoutahen.

S2.s3.s4:hen,hen,hen.

7.Lookatthepicturecardsandwordcards.

Listentotheteacherandjudge.

Pleaseclaporrepeat.

e.g.T:(Pointtothecow.)Cow,cow.

S:(Repeat)Cow,cow.

T:(Pointtothepig.)Chick,chick.

S:(Claptheirhandsandraisetheirhands.Thencorrectit.)Pig,pig.

8.Readthewordsontheboard.Thenguess,whatwordismissing?

9?Askindividualstudentstocomeupandchooseawordcardtoputnexttotheappropriate

animalontheboard.Thenreadit.

lO.Showstudentsthepicturecardsfor'nose'andsay“Nosebeginswiththesound'n'."

Showthewordcardfor'nose'andsay“NiNose'.Repeat.Showalphabetcards'N'and

'n'.Readandcomparethecapitalletter4N9withthesmallletterDothesamewith'O

o-orange5.Playthetapeforstudentstofollowintheirbooks.

IH.Post-taskactivities

1.Knowmoreabouttheanimals.

e.g.T:Iliketoeateggs.Doyouliketoeateggs?S:Yes,Iliketo—

T:Wherearetheeggsfrom?S:They9refromhens.

T:Wherearethechicks?S:They9refromeggs.

T:Yes.Henslayeggs.Chickscomefromeggs.Chicksgrowandgrow.Theybecome

hensandcocks.

Q:Whereismilkfrom?Whereiswoolfrom?Whereismeatfrom?

Conclusion:Theseanimalsareveryusefultous.

2.Whichanimalsdoyoulikebest?Why?

IV.Consolidation

1.Listentothetapeandreadthewords.

2.Workbookpage3:Matchandwritethecorrectnumberinthebox.

3.Workbookpage4:Drawlinestohelpthelittleanimalsfindtheirmothers.

Period2Lefstalk

Feb.27th

Contents:Whatdoyousee?Isee—Whatdoyouhear?Iheai

Aims:1.Asking'wh'questionstofindoutspecificinformationaboutafarm.

e.g.Whatdoyousee/hear?

2.Usingthesimplepresenttense,e.g.Isee/hearaduck.

MainPoints:Askingandansweringthe'wh'questions.

Difficulties:Usingthemodelstocommunicatewithotherlearners.

Aids:thewallchartforpage3,sixpicturecardsandsixwordcards,tapc,StudenfsBook

andWorkbook

Procedures:

IPre-taskpreparation

1.Showsixtoyfarmanimalsorpicturesofthem.AskstudentstonameinEnglish.2.Show

sixwordcards.Askstudentstoreadthem.

3.Matchthewordstothepicturesontheboard.

4.Ask:①Whatcomesfromahen?/Wheredoesaneggcomefrom?

②Wheredoesmilk/achick/ahencomefrom?

II.While-taskprocedure

1.Whileputtingyourhandsonyoureyeslikeatelescope,say'Whatdoyousee?'Then

puttingyourhandonyourearlikelistening,say'Whatdoyousee?'Getthestudentstodo

theactionslikeyouwhilerepeatingthequestionsafteryou.

2.Putupthewallchartforpage3tellastorysomethinglikethis:

T:Lookatthepictureofafarm.ThisboyisSamandthisgirlisMay.They're

brotherandsister.Thisoldmanistheirgrandfather.SamandMaysometimesgotothe

countrytovisittheirgrandfather.Theirgrandfatherisafarmer.SamandMayliketogo

tohisfarmtoseetheanimals.Therearealotofanimalsonthefarm:apig,sheep,cows,a

duckandevenahenwithbabychicks.Howmanyofthemdoyouseeinthepicture?S:

Isee...

3.Playthesoundsoftheanimalsontherecordingandanswerthequestions'Whatdoyou

hear?9bysaying'Ihear../

4.Listentothestoryagain.Thenanswerthequestionsandsuchasthefollowing:

(T)Whoistheboy/girl/oldman?(Sam,May,grandfather)

②WhatisSamandMay'sgrandfather?(Heisafarmer.)

③Aretheremanyanimalsonhisfarm?(Yes,thereare.)

④Whatanimalshasgrandfathergotonhisfarm?(Hehasgotapig,sheep,cows,aduck,

ahenandchicks.)

⑤Whatdoyouseeinthepicture?(Isee...)

@Whatdoyouhearonthetape?(Ihear...)

5.Opentheirbooks.Listentotheletstudentshearthecorrectpronunciationofthe

sentencesandrepeat.Thenaskindividualstudentstosay'Whatdoyousee/hear7,

and'Isee/hear../

6.Practicethelanguageinpairs.

HI.Post-taskactivities

LAskthestudentssomemorequestionsaboutthepicture:

Whatcolour...?Doyoulike...?

2.Trytotalkaboutthepictureasmuchaspossible.

3.Makeadialogueaboutthepictureinpairs.

IV.Consolidation

Workbookpage2:Look,listenandanswerthequestions.

Period3Let'sact

Feb.28th

Contents:Drawthecowonthepaper.Drawtheduckontheground.

Aims:1.Usingimperativestogivesimpleinstructions,e.g.Drawthecowonthepaper.

2.Locatingspecificinformationinresponsetosimpleinstructions.3.Usingmodeled

phrasestocommunicatewithotherlearners.

Mainpoints:Usingimperativestogivesimpleinstructions.

Difficulties:Usingmodeledphrasestocommunicatewithotherlearners.

Aids:plainsheetsofpaper,toyanimals,animalpicturecards,tape,Workbook,Studenfs

Book

Procedures:

I.Pre-taskpreparation1.(Showsixpicturesoffarmanimals.)T:Whatanimalsarethey?

2?(Drawanoutlineofacowontheboard.)T:WhatamIdoing?/AmIdrawing?T:What

amIdoingontheblackboard?

3.T:Canyoudrawacow?

(Givethestudentsafewpieceofpapereach.)

T:Todaywelllearntodrawsomeanimals.

II.While-taskprocedure

LT:Wearegoingtodrawacowonthepaper.Howtodrawacow?Pleasewatchme.

2?T:Drawafterme.First,drawahead.Thendrawabody

3.(Showtoyanimals.)T:Lookatthebird.Drawthebirdonthepaper.Drawafterme.

(Drawsomeanimalswhattheycansay.)

4.Showthesecondpictureofpage2andtellastorylikethis:

Oneday,BenandMaywentouttoplay.Whentheycametotheriver,theysawaduck

swimming.Howbeautiful!MayaskedBentodrawtheduckontheground.

Benpickedupastickandbegantodrawtheduckontheground.

5.T:WhatdidBendraw?Wheredidhedrawtheduck?

6.T:Repeatafterme.Drawtheduckontheground.

7.T:Openyourbookatpage2.Drawtheduckontheground.Pointtothecorrect

picture.

8?Listentothetapeandrepeatafterit.

9?Inviteindividualstudentstoactthescene.

DI.Post-taskactivities

1.T:Nowworkinpairs.Onegivestheinstructionandotherdoestheaction.Then

changeyourroles.

2.T:Nowaskpairsofstudentstoactthedialoguetotheclass.Pleasevoteforthebest

pairs.

IV.Consolidation

Workbookpage2:Listenanddraw.

Period4.Lefsplay.

Mar.1st

Contents:Listen,tickandsay:Iheara...

Aims:1.Usingthesimplepresenttensetoindicatewhatyouhear.e.g.Ihearasheep.

2.Usingnounstorefertofarmanimals,e.g.cow

Mainpoints:Usingthesimplepresenttensetoindicatewhatyouhear.

Difficulties:Recognizingkeywordsoftheanimals.

Aids:StudenfsBookandWorkbook,tape,wordandpicturecards

Procedures:

I,Pre-taskpreparation

1.Imitatesomeanimalssoundsandaskstudentstoguesswhatanimalstheyare.T:Listen!

Whatanimalsarethey?

2.Randomlyputthepictureandwordcardsontheboard.Getthestudentstomatchthe

wordstothepicturestogether.T:Lookatthewordsandpicturesontheboard.

Matchthemcorrectly.

3.Revisethenamesoftheanimalsbyreadingthewordcardstogether.T:Lefscheck.

Readtogether.

II.While-taskprocedure

1.OpentheStudcnfsBooktopage5.Askthemtoreadoutthenamesoftheanimalson

theright.

T:Openyourbookstopage5.Readthewordsontherighttogether.

2.Askthestudentstolookatthefirstpictureandlistentotherecording.Answerthe

question'Whatdoyouhear?9toelicit4Ihearasheep?

T:Lookatthefirstpicture.Listentothetapewhatyouhear.

3.Tellthestudentstotickthecorrectanswerinthebox.T:Ihearasheep.SoItickinthe

boxinfrontof'sheep'.

4.Repeatstep2andfortherestofthechoices.

5.Goaroundtheclasstocheckstudents'answers.

ID.Post-taskactivities

1-Letthestudentsplayaguessinggameinpairs.Theycantaketurnstomakeananimal

soundandtoguesswhattheanimalisbysaying'Iheara...T:Nowlefsplaya

guessinggame.Onemakesananimalnoise,theothersays'Iheara???'Then

changetherole.

2.Playagamecalled'writeandguess9inpairs.Onestudentwritesnamesofananimalby

one'sfingeronhis/herpartner'sback.Thenlethispartnerguesstheanimal.

SI:WhatdoIwrite?

S2:Youwritea...

Theycantaketurnstodoso.

3.Actandsay.Theycandrawandwritesomeanimals,alsocanmakeanimalsnoises.Ask

andanswerinpairs.

SI:Whatdoyouhear?S2:Iheara...

SI:Whatdoyoudraw?S2:1drawa...

SI:Whatdoyousee?

SI:Whatdoyouwrite?S2:1writea...

IV.Consolidation

Workbookpage4:Listenandtracetheletters.

Period5Lefsenjoy.

Mar.4th

Contents:story:I'vegotacow.Itgoes'moo,moo\

Aims:1.Usingformulaicexpressionstoindicatepossessions,e.g.I'vegotacow.

2.Usingformulaicexpressionstoindicatewhatnoiseanimalsmake.e.g.Itgoes'moo,

moo'.

Mainpoints:Usingformulaicexpressionstoindicatepossessionsandwhatnoiseanimals

make.

Difficulties:Pronouncecorrectlywordsinconnectedspeechbylinkingtogetherandusing

appropriatestress.

Aids:StudenfsBook,tape,atoyanimal

Procedures:

I?Pre-taskpreparation

1.Flashthepicturecardsandwordcardsfor'cow','duck','pig','hen','sheep','chick'to

checkthatstudentsrememberthewords.

T:Lookatthepicturesorwords.Readthemasquickaspossible.

2.Askvariousstudentstopointtoeachpictureandsay'Iseea...

T:Whatdoyousee?Pleasepointandsay6Iseea…'

3.Askstudentstoimitatethesoundsandactionstheanimalsmake.

T:Whatdotheanimalsmakesounds?Canyouactthemout?:

4.Howupatoyanimal(e.g.aduck)andsay.T:Look!I'vegotaduck.Itgoes9quack,

quack9.Todaywewilllearntotellastoryaboutanimalsonafarm.

II.While-taskprocedure

1.ShowfourpicturesoropentheirStudenfsBooktopage6.Askthestudentstocallout

thenamesandsoundsoftheanimalsinthefourpictures.

T:Lookatthefirstpicture.What'sthis?S:Ifsacow.(apig,aduck,ahen)

2.Readthestoryslowlytotheclass.

T:I'vegotacow.Itgoes'moo,moo9.

T:I9vegotapig.Itgoes'oink,oink9.

T:rvegotaduck.Itgoes'quack,quack).

T:I'vegotahen.Itgoes'cluck,cluck9.Look!I'vegotfourlegs.

Thenaskaboutthestory.

T:Whohasgotacow?Whatgoes'moo,moo'?Whohasgotfourlegs?

3.Readthestoryagainlinebylinesothatstudentscanrepeatafteryou.

e.g.T:Followme.I'vegotacow.S:I'vegotacow.

4.Playthecassetteforthestory.Studentslistenandfollowintheirbooks.

T:Lookatyourbook.Listentothestory.

5.Playthecassetteagainandaskstudentstolistenandrepeat.

T:Listentothestoryagainandrepeatitlinebyline.

6.Dividethestudentsintogroupsoffourandaskthemtoactoutthestory.T:Pleaseread

thestoryandpreparetoactitoutingroupoffour.

T:Nowletmeinvitesometoactinfrontoftheclass.Who'lltry?

KI.Post-taskactivities

1.Dividetheclassintopairsandencouragethemtocomposeanotherverseby

substitutingthefarmanimalsinthestorywithanyotheranimalsthattheyknowthe

soundsof(e.g.)dog,cat,sheep.

T:Canyoutellastoryaboutotheranimals?

Forexample:Adoggoes4bowwow,bowwow\Achickgoes'cheep,cheep9

Acatgoes4miew,miew\Asheepgoes‘baa,baa'

Ahorsegoes6Nay,nay*.

2.Invitesomestudentstoactouttheirnewstory.

Period6Dothepaper.

Mar.5th

Unit2Inthecircus

Period1Lefsact

Mar.6th

Teachingaims:

1)Locatespecificinformationinresponsetosimpleinstructions.

2)Useimperativestogivesimpleinstructions.

3)Learnthesentences:Comehere.Gothere.Comeback.

Educationaims:

Fosterthethoughtoflovinganimals.

Difficultpoints:

Usingimperativestogivesimpleinstructions.

Materials:

Cassette2BandcassetteplayerAnimalmasksTeachingprocedures:

Stepl.Pre-taskpreparation

1)Singasong'Followme'

2)DailyTalk.

3)Listen,repeatandact.e.g.T:Standup.

S:Stand,stand,stand.Standup.(Withactions.)

Step2.Whiletaskprocedure

1)Learn:Comehere.

Say'Comehere'anddoamotion.Invitestudentstocopyyou.Say'Comehere,...(Student's

name).9Invitesomestudentstostandwithyou.(Givethemhinttomakesurethey

understandthemeaninganddothecorrectaction.)

Writethesentenceontheboardandthenread.

Checkthepronunciationandintonation.(InviteonestudenttoplaySpotty.)Say:4Look,

Spotty.Lefsaskhimtostandwithus.'

Studentsstandinfrontoftheclasssay:'Comehere,Spotty.'Add'Spotty'after'Comehere/

Ontheboard.Sayarhyme,e.g.Comehere.Comehere.Comehere,Spotty.(Changewith

student'sname.)

2)Learn:Gothere.

Say'That'sthedoor.Gothere/Andpointtothedoor.(Repeatseveraltimes.)Invite

studentstosayandactlikeyou.

Say'Gothere,...(studenfsname)/StudentsgothereincludingSpotty.

Writethesentenceontheboardandread

Singasong.e.g.Gothere,Spotty...(Usingtheoldmusic)

3)Learn:Comeback.

a)Say'Comehere,…''Gothere,Thensay'Comeback.'

b)Writethesentenceontheboardandthenread.

c)Sayandact,studentscopyyou.

4)Invitestudentstodotheactionstothevariouscommands.

5)Openthestudenfsbooktopage7.Playthecassette.Askstudentstolistenandrepeat.

6)Workinpairs.

Onecommandsandtheotherdoestheactions.Thenletthemchangeroles.

Step3.Post-taskactivities

1)Playagame:'We'regoodfriends/

2)Invitesomestudentstoplaysomeanimals,e.g.MissPig,Mr.Duck

Letotherstudentstochoosetheanimalfriendtoplaygames.

e.g.Comehere,MissPig.(O.K.)

Gothere,MissPig.(O.K.)...

Period!Let'slearn

Mar.7th

Teachingaims:

1)Learnthewords:horse,bear,elephant,tiger,monkey,panda.

2)Pronouncewordsproperly.

Educationaims:Fosterthethoughtoflovinganimals.

Difficultpoints:Usingnounstoidentifyanimals.e.g.bear,elephant

Materials:Cassette2Bandacassetteplayer.Workbook2Bpage6.Animalmasks.

TeachingProcedure:

Stepl.Pre-taskpreparation

1)Singasong:^MacDonald'sfarm'

2)DailyTalk.

Step2.While-taskprocedure

1)Learntheword:panda

(1)Showabox.Say'There'sananimalinthebox.Guesstheanimal.Itisfat.Itis

blackandwhite.Itlikestoeatbamboo.Whatisit?'

(2)Holdupatoypandaandslowlysaytheword'panda'.Studentslistenand

repeat.

(3)Showthewordcardandpicturecard,thensayit.

(4)Checkthepronunciation.

(5)Invitestudentstoputonthemasks.Actoutthepandaandsay:Iamapanda.

2)Learn:elephant

(1)Actoutanelephant,invitestudentstoguesswhatanimalitis.

(2)Showthepicturecardandwordcard,studentslistenandrepeat.

(3)Sayarhyme.

e.g.Fivelittleelephantsinarow.

Fivelittleelephantssay'Hello'

'Oh,'saysoneelephant,4mustgo/...

3)Usingthesamewaytolearnhorse,bear,tiger,monkey.

4)Playthecassette.Studentslistenandrepeat.

5)Singasong.'Canyoutellmewhatthisis'。

Step3.Post-taskactivities

1)Putupthepictureandwordcardsontheboardinrandomorder.Matchthem.

2)Listenandjudge.

Teacherpointstothepictures(wordcards)andsaywords.Studentslistenand

judge.

3)Sayrhymes

e.g.Horse,horse,horse.Iamahorse.

Playaguessinggame.'What'sinthebox?'

Period3Lefstalk

Mar.8th

Teachingaims:

1)Learnthesentences:Lookatthe...Ifs...and...

2)Useimperativestodrawattentiontosomething.

3)Useadjectivestodescribeanimals.

Educationaims:Fosterthethoughtoflovinganimals.

Difficultpoints:Useimperativestodrawattentiontotheanimalsanddescribethem.

Materials:Cassette2BandacassetteplayerWordandpicturecards(animals)

Wallchart2BAnimals

TeachingProcedures:

Step1.Pre-taskpreparation

1)Singasong.^Colours9

2)Sayarhymeandact.'Fivelittleelephantsinarow?

3)Showanimalmasksandask'Hello,whoamI?'Studentssayanimals.

4)Stickpictureandwordcardsontheboard.Studentssayaloudtheanimals.

Step2.While-taskprocedure

1)Teach:Lookatthe...Ifs...and...

(1)Say'Lookatthebear'andpointtothebear.

Ask4Isitbig?Whatcolourisit?Isitbigandbrown?'toelicit:It'sbigand

brown.

Studentssaythesentenceafteryou.

(2)Whiteontheboardandread.

(3)Saytheotheranimals.

(4)Practice:T:Lookatthe...(Pointtotheanimals.)

S:It's...and...

(5)Invitemoreablestudentstopointandsay'Lookatthe.??'

(6)Writeandread:"Lookatthe.??'

(7)Workinpair.

SI:Lookatthe...S2:Ifs...and...

2)Tcllthestonrlikethis:TodavisMav9sbirthdav.Fathertookmavtothecircus.

(Singasongaboutanimals)Mayhadneverbeentoonebefore,butshehadseenoneon

television.Shewassurprisedtoseemanyanimals.Doyouknowwhatanimalsshesaw?

(ShowtheWallchartcovertheanimalsinthepicturewithpaper.)

Invitestudentstoguess,e.g.S:A/An...

T:Whatcolourisit?Isitbigorsmall?

S:It's...and...

3)Playthecassette.Listenandrepeat.

Step3.Post-taskactivity

l)Workinpairstotalkaboutthewallchart.

2)P)ayagame.

Puttheanimalsinthebox.Say:'There'sabear(...)initGuess,Whatcolourandwhatsize

isit?'S:Ifs...and…(Thetoyswillbetheprizes.)

Step4.Consolidation

Workbookpage5:Listenandwritethecorrectnumberinthebox.

Period4InthecircusLetters

Mar.llth

Basicaim:l.Usingnounstoidentifythings,e.g.pencil,quilt.

2.Learningtheletters:Pp,Qq.

Difficultpoint:Writingtheletters

Materials:pictures,wordcards,recorderanplayer.

Stepl.Pre-taskpreparation

1.Singasong.?Thealphabetsong?

2.Sayarhyme

3.Askandanswere.g.Whatdoyousee?

4.Revision:

a.Readthelettercards.

b.Matchthecapita)lettersandsmallletters.

c.Listenandchoosethecorrectletter.

Step2.While-taskprocedure

1.Tolearn“pencil”

a.Showstudentsapencil

T:Whatdoyousee?

P:pencil

b.Showthewordcardfor“pencil"andread

c.Sayarhyme

Pencil,pencil,Icansee.Pencil,pencil,foryouandme.

2.Tolearntheletter"Pp"

a.Showalphabetcards“Pp”

T:Pencilbeginswiththesound“p”

b.Readaftertheteacher

c.Listenandchoosetheletter(p&b,p&d,P&D,P&B.)

d.Writetheletterswiththefingers

3.Tolearn"quilt,Qq“(thesameway)

4.HavearestSingasong:?App)eforapple?

5.Playthecassette

a.Studentslistenandrepeat

b.Sayarhyme

Pencil,pencil,Icansee.Quilt,quilt,foryouandme.

PpPpIcansee,QqQqforyouandme.

6.Writetheletters

a.Askstudentsayhowtowrite

b.Teacherwritetheletterontheboard.

c.Studentstrytowriteintheirexercise

Step3.Post-taskActivities

1.Playagame

(Whichalphabetisinthebox?)

2.Matchthecapitallettersandsmallletters...

Period5Let'splayGuessWho'smyfriend?

Mar.12th

Basicaim:

l.Usingconnectivestolinktwoadjectives.

c.g.Sheislittleandwhite.

2.Asking"Wh-"questionstofindoutspecificinformationaboutaperson.

e.g.Whoisshe?

Developingaims:

1.Learnotherwords,e.g.tail,short.

2.Makeariddle.

Materials:cassette,player,toys,masks.

Teachingprocedure:

Stepl.Per-taskpreparation

1.Singasong?Thisismyface?

2.Askandanswer

Whoareyou?Who'she?

Who'sshe?Who'syourEnglishteacher?

3.Matchthepicturecardsandthewordcards

4.Talklikethis

e.g.LookatthebeanItisbigandbrown.

5.Guessinggame.(Whatisit?)

e.g.Itisblackandwhite.Itisfat.Itlikestoeatbamboo.

Step2.While-taskprocedure

1.Guessananimalriddle

T:Itislittleandwhite.Ithastworedeyesandtwolongears.Whatisit?

Ps:rabbit

T:Yes,she'smyfriend.

2.Tolearn“myfriend^^

a.Sayarhyme

b.Friend,friend,myfriend.She'myfriend.Trytosay

3.Tolearn“Who'sshe?”

a.Ask“Who'sshe?”toelicit“She'sarabbit.”

b.Askandanswer.(T-P)(P-P)

4.Describetheanimals

a.Pointandsay

T:Shehastwoblackeyesandtwosmallears.

c.Givestudentssomewords

(tail,long,short,bid,small,yellow.)

d.Studentstrytosay

5.Playthecassette

a.Studentslistenandfollow,(onesentencebyonesentence)

b.Repeatafterthetape.

c.Practicereadingtheriddlewiththestudents.

Step3.Post-taskactivity

1.Dividestudentsintogroupsofthree.

Makeariddle

Group1(horse)Group!(panda)

Group3(tiger)Group4(elephant)

2.Sayandguess

Invitethegroupstoreadtheirriddletotheclass.Therestoftheclassguesswhatthe

animalis.

Step4.Consolidation:

Workbookpage7.

Period6Lcfsenjoy

Mar.13m

Basicaim:

1.Usingimperativestodrawattentiontosomething

e.g.Lookatthebear.

2.Usingadjectivestodescribeanimals

e.g.Ifsbigandbrown.

Developingaims:

1.Rhyme

2.Likeanimals,likenature.

Materials:

Cassette,player,pictures,masks.

Teachingprocedure:

Stepl.Pre-taskpreparation

1.Singasong.?Theanimals?

2.Readthepicturecardsofalltheanimalsinthisunit.

3.Matchthepicturecardsandthewordcards.

4.Guessinggame.(T-P)(P-P)

Who'smyfriend?

e.g.Ihaveafriend.Sheislittleandwhite.Shehastworedeyesandtwolongears.

Who'sshe?

5.Pointandsay

e.g.LookatthebeanItisbigandbrown.

Step2.While-taskprocedure

1.Tolearn“The.??

a.T:Lookatthehorse.Bigandbrown.Lookatthebear.Bigandbrown.Orsay“The

bear,too.”

b.Studentstrytosay

2.Tolearn"Ilikethemall.”

a.Sayandact

T:Ilikeahorse.Ilikeabear.Ilikeanelephant.Ilikethemall.(Wavearmto

indicateallthepictures.)

b.Sayarhyme

I,I,I,like,like,like,them,them,them,all,all,all,Ilikethemall.

c.Studentssayandact.

3.Tolearn“Howaboutyou?”

a.T:Howareyou?

Pl:Fine,thanks.

T:Howaboutyou?Fine,thanks.

b.Trytosay.

4.Readthewordsofthesongslowly.

Lookatthebear.Bigandbrown.Lookatthehorse.Theelephant,too.Ilikethemall,

Howaboutyou?

5.Playthecassette

a.Studentslistenandfollow.

b.Girlssingitthrough

c.Boyssingandgirlsact.

Step3.Post-taskactivity

1.Singandact

Theclassintothreegroups.Giveeachgroupapicturecardofanimal,(bear,horse,

elephant.)Studentscanallsingthesong,butwhenitcomestoananimalword,onlythe

groupwiththatanimal'spicturecardcansing.Forexample,allthestudentssing"Lookat

the”，butonlythebeargroupcansingtheword“bear”.Theyshouldholduppicturecard

whentheysingtheword.

Period7Dothepaper.

Mar.l4,h

Unit3Myroom

Period1Lefslearn

Mar.15th

Teachingaims:

1.Basicaims:a.Tolearntheletters:RrSs.

b.Tolearnthewords:rubber,sweet.

c.Addanewword:chocolate.

2.Developingaims:usingthewordstomakesomesentences,makesomedialoguesorsome

rhymes.

Mainpoints: